'^LBlUl^ 



A MANUAL 



FOR THE USE 



OF THE 



STATE HIGH SCHOOLS 



OF 



NORTH DAKOTA 



"Prepared by ilie State Educational Commission 

and 

"Published by the "^oard of <i/ldminist ration 
Bismatck, North Dakota 



1920 

(To go into Effect July i , ig2o.) 



A MANUAL 

FOR THE USE 



OF THE 



STATE HIGH SCHOOLS 



OF 



NORTH DAKOTA 



"Prepared by itie State Educational Commission 

and 

Published by the "^oard of (^Administration 
Bismatck, North Dakota 



1920 

(To go into Effect July I, lg2o.) 



MEMBERS OF EDUCATIONAL COMMISSION AND OF BOARD 
OF ADMINISTRATION 

EDUCATIONAL COMMISSION 

Bell, Willis J .Dickinson 

Berg, P. S Dickinson 

Mollis, A. P Agricultural College 

Nielson, Minnie J Bismarck 

Rockne, L. M Mohall 

BOARD OF ADMINISTRATION 

Casey, P. M Fargo 

Hagan, John N Bismarck 

Muir, R. T Bismarck 

Nielson, Minnie J Bismarck 

Totten, Geo. A., Chairman Bismarck 

Liessman, Charles, Executive Secretary Bismarck 



TABLE OF CONTENTS 

Pag'i 

I. Preface 5 

II. Statutory Provisions 7 

III. Smith-Hughes Act 8 

IV. Regulations of Board of Administration 15 

V. The Junior High School 22 

VI. Examinations 2-1 

VII. Synopses of Subjects 25 

VIII. Syllabi ■ 88 

IX. Program of Studies S9 

X. North Central Association of Colleges and Secondary Schools.. 91 

XL List of Book Publishers 93 

XII. Index 94 



Preface 



This manual is published for the use of school officers, superintend- 
ents, principals, and teachers. Its purpose is to state conditions of class- 
ification and course of study, and to indicate briefly the amount and 
character of work required in each subject. This manual supersedes all 
other circulars and letters of instruction from the State Board of Admin- 
istration. 



II. STATUTORY PROVISIONS. 

S. B. 134 of the 1919 Session Law provides for a Board of Adminis- 
tration for the (general supervision and administration of all state penal, 
charitable, and educational institutions, and the general supervision 
of public and common schools of the state. The Board of 
Administration shall assume all power and perform all duties 
of the State Board of Education, State Board of Regents, and State 
Board of Control. In order to carry out in detail the work of adminis- 
tration and supervision the Board of Administration shall appoint an 
Educational Commission, subject to the direction and approval of the 
Board, to have charge and supervision of the certification of teachers 
standardization of schools, examinations for eighth grades and high 
school pupils and such other work as may be assigned to it by the Board. 

Section 1369 of the Compiled Laws of 1912, as amended in 1915 pro- 
vided that a graduate of a four-year North Dakota High School who has 
done work in psychology, school management and methods, and who has 
pursued successfully three senior reviews may have his diploma accred- 
ited as a second grade elementary certificate. The certificate is renew- 
able under certain conditions. 

Section 1346 of the 1919 Session Laws provided that upon being pe- 
titioned in writing by a majority of the school directors of the county 
the Board of County Commissioners shall employ one or more licensed 
physicians or graduate nurses whose duty it shall be to visit the schools 
of the county and to inspect and examine pupils attending such schools. 

The 1917 legislature provided that the third Friday in January 
should be observed as "Temperance Day" in the public schools. 

The 1919 legislature provided that October 12th should be observed 
as Columbus Day in the public schools of the state. 

The 1919 Legislative Assembly passed the following law relative to 
night schools: 

The Board of County Commissioners in each county in the state 
shall when petitioned by the school board of any common, independent, 
special or consolidated school district, or the school board of any organiz- 
ed territory annually make an appropriation of five hundred dollars and 
may levy a tax upon all of the taxable property of the county to raise 
that amount for the purpose of aiding and promoting night schools es- 
tablished by the school boards of any common, independent, special or 
consolidated school district, or the school board of any organized terri- 
tory. Provided, that the school board or board of education in any dis- 
trict receiving aid from the county shall contribute to the maintenance 
of such evening school an amount equal to the amount received from the 
county. 

Section 5 of S. B. 134, 1919 Session Laws provides that the Board of 
Administration shall assume the powers and duties of the State Board 



HIGH SCHOOL MANUAL 



of Education, the State Board of Regents and the State Board of Con- 
troL Under this provision the following duties and powers are assumed 
by the State Board of Administration. 

The State Board shall have the general supervision over secondary- 
education in the state, and shall perform the duties and have and exer- 
cise the powers hereinafter mentioned. 

Any public graded school in any city or incoporated village or town- 
ship, organized into a district, under the township or district system, 
which shall give instruction according to the terms of this act, and shall 
admit pupils of either sex from any part of the state without charge for 
tuition in the secondary school or high school department, shall be en- 
titled to be classified as a state high school, and to receive pecuniary aid 
as hereinafter specified; provided, however, that no such school shall be 
required to admit non-iesident pupils unless they pass an examination in 
orthography, reading, English, penmanship, arithmetic, language and 
grammar, modern geography, and the history of the United States; pro- 
vided, however, that in case of state high schools having an agricultural 
department, pupils pursuing courses in said department shall be admitted 
into the seventh and eighth grades, and secondary school department 
without charge for tuition. 

The said board shall require of the schools applying for such pecun- 
iary aid compliance with the following conditions, to-wit: 

1. That there shall be adequate school buildings conforming to 
modern approved ideas respecting heating, lighting, ventilation and 
sanitation, and under no circumstances shall aid be given to or continued 
when the board of education fails or refuses to comply with reasonable 
requirements of this character. 

2. That there shall be regularly and orderly courses of study in the 
eight grades of the elementary school, together with all subjects pre- 
scribed by the said board for the first two years of the secondary school 
curriculum. 

3. That the said secondary school receiving pecuniary aid under 
this article shall at all times permit members of the State Board of 
Administration or anyone appointed by said board, to visit and examine 
the classes pursuing said elementary and secondary school courses, and 
make recommendations concerning the conduct of such school. 



III. SMITH-HUGHES ACT. 

Plans for the co-operation of the North Dakota Board of Adminis- 
tration with the Federal Board for Vocational Education provide for a 
Director and Executive Officer for the Board for Vocational Education. 
Schools receiving aid under the provisions of the Smith-Hughes Act will 
be required to report quarterly to the Executive Officer of the Board. 



STATE OP NORTH DAKOTA 



GENERAL CONDITIONS 

No school will be approved to receive aid under the provisions of the 
Smith-Hughes Act until the follov/ing conditions are met: 

1. The school must be under public supervision or control. 

2. Controlling puipcse, to fit^ f or useful employment. 

3. Less than college grade except as hereinafter provided in the 
case of institutions training vocational teachers. 

4. For persons over fourteen years of age. 

5. Every dollar of fedeial funds must be matched by a dollar of 
state Or local money or both. 

6. Money to be expended only for: 

A. Salaries of teachers and supervisors of agriculture. 

B. Salaries of teachers of trades, home economics, and industrial 
subjects, supervisors of trade, home economics, and industrial subjects, 
provided that not more than 25 percent of the maximum sum available 
for teacher training in any of these lines shall be applied to the pay- 
ment of salaries of state supervisors in those lines. It is understood 
that not more than 15 percent of the total funds available for teacher 
training money may be used in all the fields, 

C. Maintenance of teacher training schools for teachers, super- 
visors or directors of agriculture. Maintenance is not to include the 
purchase, ereciion, preservation, or repair of any buildings or equipment, 
or for the purchase or rental of lands, or for the support of any religious 
or privately owned or conducted school or college. 

The following conditions shall be met by ail schools receiving Smith- 
Hughes Aid: 

a. At least twenty-five percent of the pupils enrolled in the high 
school shall be from farm hemes at the time the school is approved for 
Vocational Agriculture, or if less than twenty-five percent of the pupils 
enrolled in the high school are from farm homes, there shall be at least 
thirty pupils enrolled in the course in Vocational Agriculture. 

b. The school shall have at least ten pupils enrolled in the course 
in Vocational Agriculture duiing the first year of its approval and 
thereafter the school shall have at least six pupils enrolled in the course 
in vocational agriculture for each year of work in that course, except 
the fourth year of the course. 

c. The school shall admit to the classes in vocational agriculture 
boys and girls sixteen years of age or over if qualified by experience 
even if they are not qualified to pursue the ordinary academic studies. 

d. The school shall be subject to the supervision and inspection of 
the State Board or its representatives. 

e. The officers and teachers of the school shall furnish promptly- 
all information and make all reports required by the State Board of 
Administration or its representatives. Reports shall be signed by the 



10 HIGH SCHOOL MANUAL 

teacher of agriculture and by the superintendent of schools; financial 
reports by the president or clerk of the board of education. 

2. PLANT AND EQUIPMENT 

Schools participating in the benefits of state and federal funds for 
vocational education shall provide satisfactory plant and equipment as 
follows: 

a. A room or rooms equipped primarily for instruction in agricul- 
ture and providing ample space and. facilities for such class, laboratory 
and shop work as the course of study shall require. 

Boards of schools approved for vocational work in agriculture shall: 

a. Piovide for maintenance annually a sum which shall be not less 
than $5.00 for each student enrolled in the classes in vocational agricul- 
ture, from which fund the teacher in agriculture may secure such equip- 
ment and material as is necessary from time to lime. 

b. Provide such other funds as are necessary to maintain such 
suitable rooms, buildings, equipment, material and supplies as may be 
necessary to carry on the work successfully and to meet the require- 
ments of the State Board. 

c. Employ a teacher approved for the leaching of vocational agri- 
culture for twelve months at a salary not less than $1600 per year. 
Said teacher shall have at least one month's vacation during the year. 

d. Provide suitable means of transportation to enable the teacher 
of agriculture properly to supervise the farm project work at the homes 
of the students. 

The course of study oflfered in ail day schools for Vocational Agri- 
culture, including project work, shall be for not less than one school 
year of nine months. For the first year in which a school applies for 
approval a one-year couise will be approved, and thereafter the course 
in Vocational Agriculture offered shall include agriculture offered in 
each year of the high school course; this is to apply to two-year, three- 
year, and four-year high school courses alike. The course of study shall 
be arranged so that any student shall be occupied for one half the time 
(three hours per day) in the study and practice of Vocational Agricul- 
ture and for one-half the day in subjects designed to build up a well 
rounded course of instruction and to promote general intelligence and 
civic efficiency. 

Subjects other than vocational, necessary to .make a well rounded 
course of instruction, shall be taught with the approval of the State 
Board of Administration and the expense of such instruction shall be 
paid by the local school board. 

Individual Projects. Each student enrolled in the course in Vo- 
cational Agriculture shall be required to conduct a productive agricul- 
tural project for at least six months of the year. 

All approved schools shall provide for supervised practical work in 
agriculture, either on a farm provided by the school or, preferably, on 
the pupils home farm, for at least six months of the year. Each student 
shall be supplied with sufficient land or animals or both to give oppor- 



STATE OF NORTH DAKOTA 11 



tunity for active practice and project work under conditions which 
shall conform as nearly as possible to farm conditions, in order that he 
may be fitted to farm successfully. 

Project work shall be under the supervision of the teacher of agri- 
culture. It shall be productive work done on the home farm or some 
other approved tract. The work shall be definitely planned and an 
estimate made of the cost of the projects, the amount of land, time, 
tools, power, stock, buildings, and equipment to be used; and both the 
student and parent shall sign a written agreement to furnish the re- 
quired materials and to follow the direction of the teacher. An accurate 
account shall be kept by the pupil of the cost, receipts, and gain or loss, 
and he shall prepare a written report or record of the project work and 
its results. The profits resulting from the project shall be ttie property 
of the pupil. 

The State Board proposes to establish during the year 1919-1920 
trade and industrial education in such trades and industries as present 
information and further investigation shall justify. 

Evening industrial schools or classes, if established shall be subject 
to the following conditions: 

a. The controlling purpose of all evening industrial schools or 
classes shall be to give instruction supplemental to the day employment 
of persons who have entered upon a particular trade or industrial pur- 
suit. Instruction in evening schools shall be limited to such subjects as 
will increase skill or knowledge in the occupation in which the worker 
is engaged as his daily employment, or as will lead to promotion or 
advancement in that work. 

b. In evening industrial schools instruction may be given only to 
persons who are over sixteen years of age and who are regularly and 
permanently employed in such an occupation as the work of that class 
will supplement. No educational qualification except ability to do the work 
of the evening school profitably shall be required for entrance to evening 
schools or classes. 

DAY UNIT-TRADE SCHOOLS 

a. The purpose of the day unit trade schools or classes shall be to 
fit for useful employment in a specific trade or vocation. Such classes 
shall be organized and the work of the class outlined with the view of 
preparing members of the class to enter upon a specific trade or 
vocation. 

The State Board expects to approve for aid from the Federal and 
State funds the following kinds of home economics schools and classes: 

(a) Evening Home Economics schools and classes. 

(b) Part-time Home Economics schools and classes. 

(c) All day Home Economics schools and classes. 

Two courses of study will be offered and either may be used accord- 
ing to the needs of the schools. One of these shall provide for from two 
to four years of work in vocational home economics and related subjects 
and non-vocational subjects. One-half of the school day shall be devoted 



12 HIGH SCHOOL MANUAL 

to (1) practical work in home economic subjects as garment making, 
foods and cookery, dressmaking, textiles, millinery, sanitation, home- 
nursing and home management and (2) related subjects such as applied 
art and design, sanitation and hygene, general science, household chem- 
istry, and physics. The remaining half-day will be devoted to instruc- 
tion in such subjects as English, civics, arithmetic, etc. The other course 
shall provide for only home economics subjects to be taught in the voca- 
tional half-day. The related science and art will be taught with the 
non-vocational subjects in the non-vocational half -day. 

The improvement of teachers in service and also itinerant teacher- 
training work is considered a function and duty of the State Board of 
Administration, to be carried on under the supervision of the State 
Director and his assistants. 

It is purposed by the State Board of Administration beginning July, 
1920, that those County Agricultural and Training Schools and Special 
Agricultural High Schools qualifying for and receiving state aid shall be 
excluded from participating at the same time in the use of federal funds. 
This is done to insure a wider distribution of financial aid to schools. 

Those Special Schools qualifying for and receiving state aid shall 
meet the requirements as set forth in these plans for the vocational 
day schools of agriculture, in addition to ithe requirements as set forth 
in the State High School Manual. These special schools shall be required 
to make such reports as required from those schools qualifying and 
receiving aid under the Smith-Hughes Act. 

It is also purposed beginning July, 1920, to use at least one-half of 
the federal funds, and any special state funds that may be later voted to 
match the same, in aiding Consolidated High Schools in the open 
country, the other half to be used in aiding town and city high school 
departments. It is also understood that increasing funds will be used 
each year in aiding part-time and evening work in vocational agricul- 
ture work in the foregoing types of high schools. 

Complete outline of plans for the co-operation of the State Board of 
Administration with the Federal Board for Vocational Education in the 
various subjects and courses may be had by addressing State Director 
and Executive Officer Chauncey E. Cavett, Lisbon, North Dakota. 



HIGH SCHOOLS HAVING A SUBSIDIZED AGRICULTURAL 

DEPARTMENT 

Extracts from the Law. 

Sec. 1433 (in part) ''The said board shall apportion to each of said 
schools, which shall have fully complied with the provisions of this 
article, and whose applications shall have been approved by the board, 
the following sum, to-wit: two thousand five hundred dollars annually to 
each of the five schools already designated, having an agricultural, 
manual training and domestic economy department." 

"Provided, further, that with the approval of the State Board of 
Administration the money appropriated by the state to the high schools 
designated to maintain departments of agriculture, manual training and 



STATE OP NORTH DAKOTA 13 



domestic economy may be used for the extension of agricutural educa- 
tion and demonstration outside of the district in which the school is 
located, within the limits of efficiency. 

Sec. 1434 Schools to Maintain Departments of Agriculture. How 
Designated. Requirements. Any state high school having satisfactory 
rooms, equipment and a tract of land of at least ten acres within one 
mile from the school house, having shown itself fitted by location and 
otherwise to do agricultural work, manual training and domestic science 
and art courses, and meeting such other requirements as the State 
Board of Education may define, shall upon application be designated by 
said board to maintain an agricultural department; provided that the 
high schools now designated and those hereafter designated by said 
board to maintain departments of agriculture, manual training and 
domestic economy shall continue to be so designated and aided so long 
as they comply with the rules and regulations of the State Board of 
Administration and perform satisfactorily the work contemplated by 
this section. 

Sec. 1435. National and State Aid. One School in County. In addi- 
tion to the state aid of two thousand five hundred dollars herein provided 
for a state high school having an agricultural department as defined in 
Section 1434 of this act, shall receive its proportionate share of all 
moneys appropriated by the national government for the teaching of 
elementary or secondary agriculture in the public or high schools of this 
state; provided, that said high schools having an agricultural department 
shall not receive more than two thousand five hundred dollars of aid 
from the state under this act; provided, further, that no more than one 
high school in any county shall be designated a state high school having 
an agricultural department and receiving two thousand five hundred 
dollars state aid. 



IV. RULES AND REGULATIONS 



A. Application for Classification. 

1. High schools desiring classification for state aid shall make 
application to the Board of Administration through the High School 
Inspector on or before January 1st of each year, on blanks furnished by 
the inspector on application. 

2. Schools applying for classification after all funds appropriated 
for aiding high schools are exhausted may be classified as state high 
schools without aid and be entitled to the same privileges as free state 
high schools receiving aid. 

B. Standards for Classification 
Required of all Schools 

There shall be a well organized elementary school with a course of 
instruction for such elementary school, corresponding substantially to the 
eight-year course most recently prescribed by the department of public 
instruction for common and graded schools, or the courses of the first 
six years shall be of this nature and the work of the seventh and eighth 
years may be made to articulate with that of the high school plan and 
method upon either the Six-Six or the Six-Three-Three plan. 

Required of State Agricultural High Schools. 

1. There shall be employed as superintendent a competent person 
of good moral character, who is a graduate of a standard four-year 
course from a college or university of recognized standing. He shall hold 
a B. A. or equivalent degree or a first grade professional certificate. He 
shall have had at least one year of experience as a principal of a graded 
or a high school or as a superintendent of a school system. He must also 
be capable of organizing and supervising the extension work of the 
special departments of his school. 

2. There shall be employed at least two teachers of academic sub- 
jects and special instructors — one in agriculture, one in manual training, 
and one in household economy. All of these teachers must be graduates 
of standard colleges or universities or hold the first grade professional 
certificate. The special teachers must have had at least two years of 
thorough training to fit them for their specialties and should have 
successful teaching experience. 

3. The school must provide a sufficient number of well equipped 
rooms for agriculture, manual training and household economy. There 
also must be provided ample laboratory facilities for Physics, Chemistry 
and one other science, together with suitable reference libraries for each. 
The equipment for agriculture must be sufficient, modern and kept thor- 
oughly up-to-date. 



16 HIGH SCHOOL MANUAL 

-^ 

4. There shall be classes in not less than two units each of the 
three special subjects, viz., agriculture, manual training, and home eco- 
nomics, enrolling not less than twenty well prepared pupils in the 
aggregate in each special subject. 

5. The specialist in agriculture shall be employed for twelve months 
with a month of vacation granted at some time other than the growing 
season. He shall receive not less than twelve hundred dollars per year. 
He should be especially fitted for extension work and for club work 
among farm boys and girls. This feature of the work must be empha- 
sized. It is recommended that the local districts provide him with an 
automobile for this purpose. 

GENERAL 

1. The high school assistants shall give all of their time to the 
high school; or in case there may be some good reason for having them 
give some time to the grades, the equivalent of this time shall be returned 
to the high school by a teacher who is qualified. 

2. The work in all state high schools shall be of high order. 

3. The superintendent, or principal in third class schools, shall be 
provided with an office and sufficient assistance in high school and office 
to allow him one-fourth of all of his time in school hours for general 
supervision over the grades and high school. In the office of the super- 
intendent or principal there shall be kept on file, circulars, records of 
equipment, library, enrollment, scholarship, promotions, alumni, pam- 
phlets, and correspondence pertaining to the school. 

4. All schools accepting high school aid shall be required to keep 
such funds separate from the general fund, and said high school aid shall 
be used for the purchase of library books, laboratory equipment and 
apparatus, equipment for manual training and household economics, 
commercial work, etc., provided that after a school is sufficiently equip- 
ped the balance of this money yearly may be used for the payment of 
high school teachers. In the case of the agricultural high schools a 
considerable portion of the fund should be expended for agricultural 
equipment and for the payment of the specialist in agriculture. 

5. The clerk of the school board of each school receiving aid shall 
submit to the State Board of Administration through the High School 
Inspector, not later than April 10th of each year, a detailed statement of 
all expenditures during the year of money received from state aid for 
high schools. The state aid for the following year shall be withheld from 
any school the clerk of which fails to make a satisfactory report of the 
disbursement of the aid last received on or before April 10th. Blanks for 
this purpose should be furnished by the High School Inspector to the 
clerk of school boards and high school principals in September of the 
current school year. 

6. In first and second class high schools, teachers of music, drawing, 
commercial subjects, and manual training, who do not teach academic 
subjects in high school, and who do not hold the bachelor's or equivalent 
degree from an institution of recognized standing, or the first grade 
professional certificate, granted under the provisions of Section 1363 of 



STATE OF NORTH DAKOTA 17 

the General School Laws, shall hold special certificates to teach these 
subjects granted under the provisions of Section 1364, General School 
Laws, or second grade professional certificates, granted under provisions 
of Section 1362 of said law. 

7. The General School Laws require that all teachers, except those 
in a few independent districts, shall have certificates to teach, issued by 
the proper authority of the state. 

8. The large classes in a school should not contain more than 
twenty-five pupils. A teacher should not be required to take charge of 
more than five classes per day. However, if they are small, containing 
but four to ten pupils, a teacher may successfully conduct six classes per 
day, depending somewhat on the subjects taught. One who teaches the 
subject of English should not be required to instruct more than seventy- 
five pupils per day. 

9. No school shall be classified by the State Board of Administra- 
tion which has not an efficient heating and ventilating system, and 
proper sanitary conditions. Medical inspection, including dental inspec- 
tion, of pupils is recommended. 

FIRST CLASS HIGH SCHOOLS 

1. There shall be at least eight teachers employed including the 
superintendent and three high school assistants. 

2. There shall be not less than five rooms or departments together 
with an office for the superintendent, a sufficient number of other rooms 
for class rooins, library, manual training, and home economics. Ample 
laboratory facilities shall be provided for Physics or Chemistry or both 
and there shall be well organized laboratory courses offered in at least 
three sciences. 

3. The superintendent, high school principal and all teachers who 
teach academic subjects must be graduates of a standard college or 
university or have obtained the first grade professional certificate equiv- 
alent to the same, as provided for in Sections 1363, 1365, and 1366 of 
1915 School Laws. Certificates are required of all teachers except in 
a few cases in independent districts. The superintendent must have had 
at least one year of experience as a principal of a graded or a high 
school or as a superintendent of a school system. More experience is 
recommended. 

4. All work of the elementary and high school departments must 
be maintained at a high order of efficiency. The course of study for 
the elementary school must include at least the minimum essentials as 
outlined for the common schools of the state in the most recent Course 
of Study for Common Schools issued by the State Superintendent of 
Public Instruction. 

5. There shall be at least thirty-six weeks of school each year. 
Thirty-eight weeks are recommended. 

6. The superintendent shall be provided with an office properly 
equipped for keeping on file all necessary school records of scholarship 
and equipment. 

7. The library, laboratories, special departments and the grade 



18 HIGH SCHOOL MANUAL 

rooms shall be provided with such equipment, reference books, and other 
facilities as will insure efficient work. The grade rooms must have at 
least the minimum equipment prescribed in the graded school manual 

8. There shall be offered courses in all the constants prescribed 
by the State Board of Administration for pupils and for schools. The 
full four-year course of at least 15 units must be given. 

9. The salary of the superintendent shall not be less than $2,000 
and $2,500 is recommended. The salary of the high school assistants 
shall not be less than $125 per month and more is recommended. 

10. The teachers employed for grade work in these schools must be 
fully qualified according to law and must be at least normal graduates 
of experience or equivalent in grade work. In no case must teachers be 
employed for grade work in these schools who fall below the require- 
ments for such teachers in other graded and common schools of the 
state. 

11. There shall be proper and sufficient toilet facilities of sanitary 
character. There should be water flush toilets wherever possible. Where 
these cannot be provided some approved form of Septic Digestive Toilets 
should be used. Other types already installed will be acceptable so 
long as they are in good repair, properly located and well cared for. 
There must also be a good supply of safe drinking water dispensed 
through suitable drinking fountains or sanitary containers. Common 
drinking cups are prohibited. Individual towels or paper towels must 
be supplied at all lavatories and the lavatories must be kept clean. 

12. There shall be an average daily attendance of not less than 
forty well prepared high school students. 

13. The State Board of Administration will refuse to classify as 
first class any high school in a district having an assessed valuation 
and a mill tax rate which in the opinion of the board will not assure the 
proper maintenance of such a school. 

14. The superintendent shall have ample time, and it is made a part 
of his duty to thoroughly supervise all of the work of the elementary 
and high school departments. In small schools one-fourth of his time 
should be so used. 

SECOND CLASS HIGH SCHOOLS 

Unless specifically otherwise stated all rules preceding apply to the 
high schools of this class. 

1. There shall be not less than five rooms or departments and two 
additional rooms for laboratory and recitation purposes besides suitable 
equipment and quarters for manual training and home economics. 

2. There shall be at least seven teachers including the superintend- 
ent and two assistants in high school. The superintendent, high school 
principal, and teachers of academic subjects in high school, must be 
graduates of a standard college or university or hold first grade pro- 
fessional certificates equivalent to the same. The superintendent must 
have had at least one year of successful experience as superintendent of 
a system of at least five teachers or as principal of a third class high 
school in North Dakota. 



STATE OF NORTH DAKOTA 19 

3. There shall be ample library and laboratory facilities and 
courses offered in at least two laboratory sciences. 

4. The superintendent shall receive a minimum salary of sixteen 
hundred dollars. Two thousand is recommended. High school assist- 
ants shall receive not less than $125.00 per month and more is 
recommended. 

5. There shall be a daily attendance of at least thirty well prepared 
high school students. 

6. Three-fourths of the subjects in the list of constants prescribed 
by the State Board of Administration including manual training and 
home economics shall be taught if students are available. 

THIRD CLASS HIGH SCHOOLS 

1. There shall be not less than four rooms or departments and at 
least one laboratory and recitation room. 

2. There shall be not less than five teachers including the principal 
and one assistant in high school. In case four years of high school work 
is given, by alternation or otherwise, the principal and the assistant in 
high school must be graduates of a standard college or university or 
hold a first grade professional certificate equivalent to the same. See 
Sections 1362-66 School Laws. If four years of work is not done the 
principal and high school assistants may hold second grade professional 
certificates although this is not recommended. 

3. The salary of the principal shall be at least $1350 per year, but 
$1500 is recommended. The salary of the high school assistant shall be 
at least $125 per month and more is recommended. 

4. There shall be a daily attendance of at least twenty well pre- 
pared high school students. 

5. There shall be ample laboratory facilities for instruction in 
laboratory science and at least one unit of such science shall be required 
each year. 

6. All other rules of the State Board of Administration as pre- 
scribed for other high schools and not specifically changed by the above 
rules apply to all third class high schools. 

D. CONDUCT OF SCHOOLS. 

1. All pupils completing admission to Senior High School must 
have completed in a satisfactory manner the work of the first nine 
years of the public school. Before completing admission to Junior High 
School pupils must have completed in a satisfactory manner the work 
of the first six grades of the Elementary School. Before completing 
admission to a four-year high school course pupils must have completed 
in a satisfactory manner the work of the eight grades of the Elementary 

School. 

2. ALL COURSES ARE TO BE PURSUED AT LEAST THIRTY- 
SIX WEEKS, FIVE FORTY-MINUTE PERIODS PER WEEK FOR 
ONE UNIT OF CREDIT AND AT LEAST EIGHTEEN WEEKS, FIVE 
FORTY-MINUTE PERIODS PER WEEK FOR A HALF-UNIT OF 
CREDIT ALL CLASS ROOM RECITATIONS MUST BE FORTY 



20 HIGH SCHOOL MANUAL 

MINUTES IN THE CLEAR. IN LABORATORY SUBJECTS THERE 
MUST BE AT LEAST TWO EIGHTY-MINUTE LABORATORY PER- 
IODS PER WEEK. MORE LABORATORY WORK IS RECOM- 
MENDED. SUPERVISED STUDY IS URGED IN ALL HIGH 
SCHOOLS. IN SCHOOLS HAVING SUPERVISED STUDY WHERE 
RECITATION AND STUDY PERIODS ARE COMBINED, PERIODS 
RANGING FROM SIXTY TO EIGHTY MINUTES ARE RECOM- 
MENDED. 

3. English I, English II, and either English III or English IV, 
Advanced U. S. History, Civil Government, one-half unit of Elementary 
Economics, one-half unit of Sociology, one unit of Science, and one unit 
of Physical Training, allowing one quarter unit of credit each year of 
the high school course, are constants for the pupil. No pupil will be 
graduated from any state high school without successfully having com- 
pleted these subjects. High schools of the first class are required to do 
a minimum of fifteen units of high school work; high schools of the 
second class twelve units, and schools of the third class eight units 
of work. High schopls of the first class shall include in their program 
each year all of the constants so designated in the list under Program 
of Studies, second class schools shall include three-fourths of the list of 
constants, among which shall be a unit of Mathematics and three units 
of English and one unit of Science; third class schools shall include one- 
half of the list of constants, among which shall be English I and English 
II and one unit of Science, preferably Agriculture. All high schools are 
urged to offer at least one unit of work in Agriculture. Manual Training 
and Home Economics are required of all first and second class high 
schools if students are available. 

No course, except it be a constant for the pupil, should be offered 
unless a class of four or more pupils can be organized. 

4. The minimum number of units of work required of pupils for 
graduation shall be fifteen (15) and no state high school whether first, 
second or third class, shall graduate pupils who have not secured fifteen 
units of credit; but schools may have exercises and give certificates to 
pupils who have completed a smaller number of units of work. 

5. Superintendents, principals, and boards of education are urged 
to adopt measures to secure the pursuit by pupils of such courses as 
will be for the pupil's greatest benefit and make his high school course 
have thoroughness, strength and unity. 

6. The superintendent or principal of every state high school shall 
require that every pupil graduating from said high school shall be well 
informed in Reading, Writing, Spelling, Geography, English Language 
and Grammar, United States History, Arithmetic, Human Physiology 
and Hygiene, and Civil Government. 

7. Music and Drawing shall be offered in every high school but 
pupils, individually, may elect to pursue these subjects or not to pursue 
them. Schools shall also offer courses in the elective Sciences and shall 
be equipped for this work as specified under Classification of Schools. 
See Syllabus for Music. 



STATE OF NORTH DAKOTA 21 

8. Credits shall not be allowed in both of two subjects that are 
largely duplicates of each other. 

9. The State Board of Administration construes the term "Senior- 
reviews" as used in the law to mean such courses as those outlined in 
this manual in High School United States History, High School Arith- 
metic, High School Grammar, High School Civics, High School Geogra- 
phy, High School Writing and Spelling (one-half unit). 

10. Laboratory note books are required in all Sciences. The labora- 
tory work should cover the subject. The note book need not contain an 
account of each and every exercise. Note books should not be prepared 
for their own sake, but should represent efficient laboratory work. 

11. Every high school library must be supplied with a few good 
newspapers and magazines. At least 30 minutes per week should be 
devoted in every high school to the treatment of current events. 

12. High schools are urged to make all possible use of illustrative 
material, such as slides, moving picture films, charts, and photographs; 
and to provide themselves with the proper projection apparatus for their 
use. 



22 



HIGH SCHOOL MANUAL 



V. THE JUNIOR HIGH SCHOOL 

In the opinion of many leading educators the natural place for the 
change from the subjects and methods of the elementary school to those 
of the high school is at the end of the sixth year. Some subjects now 
commonly given in the high school are quite to the liking of children in 
the upper grades and well within their powers when properly taught. 
Among these subjects are Manual Training, Home Economics, Modern 
Foreign Language, Community Civics, etc. In order to save time and to 
avail themselves of the pupil's interest some schools are already using 
the Six-Six or the Six-Three-Three Plan. In order to meet the needs of 
the times the content of many of the courses should be changed. The 
following is suggested for the six-year high school in North Dakota. All 
major subjects should be pursued five periods per week. 







CURRICULUM 










7th Grade. 






Required 








Elective 




English 


1 






Manual Training 




Mathematics 


1 






Domestic Science 




Geography 


1 






Agriculture 




History 


1 






Commercial 




Music 


V2 






Foreign Language 




Physical Education 


V2 














8th Grade. 






English 


1 






Manual Training 


1 


Mathematics 


1 






Domestic Science 


1 


General Science 


1 






Agriculture 


1 


Civics and Citizenship 


V2 






Commercial 


1 


Physical Education 


V2 


9th 


Grade. 


Foreign Language 


1 


English 


1 






Music 


1 


Physical Education 


1/4 






Commercial 
Physiography 
Physiology 
Foreign Language 
Mathematics 
Free Hand Drawing 
Home Economics 
Manual Training 


1 

1 or i/o 

1/2 
1 
1 

V2 
1 
1 



Physical Education should include physiology, hygiene, physical ex- 
amination and treatment, and use of the gymnasium and playground for 
correction and development. 



STATE OF NORTH DAKOTA 23 

In general, in this plan, the constants are expected to occupy three- 
fourths or nearly three-fourths of the time and energy of all pupils; 
therefore, one-fourth or more of the time and energy of the pupil will be 
given to the elective, vocational, subjects. Subjects should be divided 
as far as possible into six weeks unit — three such units occurring in 
each semester. This will make easier entrance periods for pupils obliged 
to enter late, due to farm work — and will make it easier to make up 
back work. 

Vocational guidance should receive attention. The teachers in Jun- 
ior High Schools should make a study of Vocational Guidance through 
the reading of books and magazines, etc. 

The instruction in the seventh to twelfth grades, the Junior and 
Senior High Schools, should largely be departmental; but in the first to 
sixth grades it should be by grades, except probably music and possibly 
drawing and penmanship. 

Community Civics is a course in v/hich the pupils are taught what 
is done in the community and paid for from a common treasury, or 
treasuries; who does it; how he does it; by what authority and what he 
receives for doing it. It is not a text book course; but one into which 
the teacher puts initiative, energy and personality. Consult Course of 
Study for Common Schools. 

Under the Junior High School plan credit should be given each sub- 
ject in such a way as to get an aggregate of at least 15 units of regular 
high school work besides the complete work of the 7th and 8th grade 
subjects. Under the £^ix-Six Plan or the Six-Three-Three Plan it is 
entirely possible to meet any reasonable college entrance requirement 
or to have the pupil's course lead more directly along vocational lines. 

By resolution the S'ate Board of Administration is on record to the 
effect that in the Six-Six or the Six-Three-Three Plan High School 
teachers in Junior High Schools need not be college graduates or hold 
the first grade professional certificate unless they teach academic sub- 
jects usually contained in the four-year high school couise when, of 
course, the certificate law would become operative. However, all 
teachers in Junior High School must hold some form of professional 
certificate. 



24 HIGH SCHOOL MANUAL 



VL RULES FOR STATE EXAMINATIONS 



The Board of Administration, through the Educational Commission 
shall conduct state examinations in any of the subjects of the eighth 
grade and high school as a part of the school inspection of any public 
school in the state. All rural, graded and graded consolidated schools 
shall be required to take the state examinations in the eighth grade and 
high school subjects. Third class high schools have the option of taking 
the state examinations if they make requisition for questions in advance. 
Private schools, that apply and are adjudged to maintain a standard 
equivalent to that of the state high schools, may also take state examin- 
ations in eighth grade and high school subjects. 

The examinations will be given three times each year — the second 
week in February, the last week in May and the third week in June. 
This is done to accommodate those schools that open the latter part of 
September in order to give farm children a chance to complete a high 
school course. Sets of questions and necessary blanks shall be sent out 
usually by express to superintendents and principals a few days before 
the examinations are scheduled to begin. It is only in the one-half unit 
subjects that high school examinations will be offered at the close of the 
first semester. 

The Educational Commission shall grade all papers on the following 
basis: passed, passed plus, or not passed. Passed plus is given to papers 
attaining a grade of 80 percent or over. Papers graded below 65 percent 
are marked not passed. 

All questions in regard to State Board examinations and classification 
should be addressed to the Secretary of the Educational Commission, 
Bismarck. N. Dak. 



STATE OF NORTH DAKOTA 25 



VII. SYNOPSES OF SUBJECTS. 

BIBLE STUDY 

One-Half Unit. 

Under a plan proposed by the State Sunday School Association and 
authorized by the Board of Administration, classes in Bible Study may 
be organized by any church or society and a maximum of one-half unit 
of credit toward graduation given for such work. The study may be 
conducted in classes, in clubs, or individually, the only requirement being 
that students must successfully pass a written examination to receive 
credit. When the work is conducted in classes or clubs it is recommended 
that two periods throughout the school year per week be devoted to the 
study. The course is outlined in a syllabus and the examinations are 
given at the time of the regular State High School Examinations. 

ENGLISH. 

The outstanding features of the English course are the separation 
of composition and literature, and the emphasis upon oral as well as 
written composition. For" graduation the students must successfully 
coriiplete the work of the first three years, each of which consists of one 
semester of composition and one of literature. Completion of the work 
of any semester entitles the student to one-half unit of credit. As many 
as four and one-half credits in English may be counted toward graduation. 

The fact that the work of one semester is composition and that the 
other, literature, does not mean the entire separation of the two activi- 
ties of reading and writing. It does mean a distinct difference in em- 
phasis and aim. In the composition semester, however, students will 
read to find models; in the literature semester they will write and speak 
to express the ideas suggested by their reading. 

In each semester, every student must do certain required outside 
reading. 

First Year. 

Semester 1. — Literature. 

The work in literature consists of class study and collateral reading 
of narrative, in both prose and poetry; nature sketches; patriotic 
selections. 

Semester 2. — Composition. 

The work of this semester should stress consideration of the com- 
position "as a whole." It should include practice in outlining, para- 
graphing, letter writing, and drill in punctuation, capitalization, spelling, 
use of the dictionary, simple parliamentary usages, "Better Speech." 
There should be constant practice in both oral and written composition, 
based chiefly upon current news and the students' own experiences. 



26 HIGH SCHOOL MANUAL 

Second Year. 

Semester 1. — Composition. 

The course should include the following: a review of the composition 
considered as a whole; the paragraph; the sentence; word study; letter 
writing; preparation of short themes of all four kinds of composition; 
description; naration, with emphasis upon news writing; the interview; 
the newspaper; curient news through use of a magazine; further drill 
upon the mechanics of writing and speaking. 

Semester 2. — Literature. 

Selected classics of the following types are listed for class study and 
collateral reading: dramas novel, narrative poetry, speeches on Amer- 
ican citizenship. 

Third Year. 

Semester 1. — Literature. 

A study of the short story and the reading of selected speeches on 
American citizenship are required. In addition, selections from any three 
of the following groups are to be made: lyric poetry, long narrative 
poems, novels, dramas. 

Semester 2. — Composition. 

Oral composition should be the prominent feature of the course; 
exposition and argumentation, the forms specially studied. Topics for 
particular attention are the preparation of long themes; the use of 
library helps in gathering material; note-taking; outlining; briefing; 
delivery; study of current magazines; parliamentary practice; writing of 
letters of more difficult type than those previously attempted; precision 
in the use of words; sentence and paragraph structure; punctuation. 

Fourth Year. 

Semester 1. — Composition. 

Either of the following courses may be offered: 

1. A review course in composition, oral and written, including nec- 
essary review of grammar, drill on mechanics of speech and writing, 
continued study of current miagazines, and the working out of projects 
involving review of the process of composition, and the kinds of 
composition. 

2. A course in public speaking, with emphasis upon the preparation 
and delivery of debates, and speeches for special occasions. Parliamen- 
tary practice and the use of current magazines should be continued. 

Semester 2. — Literature. 

Either of the following courses may be offered: 

1, A course in reading from American literature, with some atten- 
tion to historical background. 

2. A similar course in English literature. 

Note. Where there are students enough to warrant doing so. both 
of these courses may be offered, one in each semester. 

Syllabus. 

The course in English has been outlined in greater detail in a syllabus 
which may be secured from the Board of Administration, Bismarck, 
North Dakota. 



STATE OF NORTH DAKOTA 27 

FRENCH I. 
One Unit. 

The thing of chief importance in the first year of the teaching of 
French is to lay all possible stress on the fundamentals. Because many 
French words resemble English words in appearance (which are usually 
not equivalent) and because the word order is partially similar there is 
a deceptive easiness about the study that leads to carelessness on the 
part of both teacher and pupil. This results in many misunderstandings 
and a basis knowledge is often not secured. Clarity and precision are 
two of the chief characteristics of the language and if it is not studied 
with full appreciation of this both the practical and the cultural values 
suffer. 

The objects to strive for in the first year are: (1) an unobjection- 
able pronunciation; (2) a thorough knowledge of the forms of the 
language, including twenty-five of the commonest verbs; (3) a knowl- 
edge of the general elementary points of syntax; (4) the thorough 
mastery of about 1500 words of vocabulary and common idioms; (5) the 
ability to translate at sight simple French of the grade found in the 
average reader; (6) the ability to comprehend short questions in French 
and form short answers to them. 

The basis of all successful work is the pronunciation and adequate 
time should be devoted to outlining it clearly, describing how the sounds 
are formed as well as pronouncing them for imitation. The beginning 
book should be one that uses seme form of phonetic transcription, prefer- 
ably that of the International Phonetic Association — such a book as 
either of those by Eraser and Squair (D. C. Heath) or Thieme and 
Ef finger (MacMillan). If the teacher feels able to attempt the modern 
Reform Method now widely used abroad a choice may be made of the 
Walter Ballard (Scribners). This is especially good in small classes. 
All new words must be carefully pronounced by the teacher and care 
taken to see that the pupil gets a correct notion of the sounds the first 
time. Do not be afraid to correct unceasingly. Make frequent use of 
dictation exercises, using the lessons as a basis. Drill carefully on the 
verbs, saving time by using a verb blank (one can be secured from the 
University Book Store, University, N. Dak.) Be practical and translate 
early, questioning as far as possible in French, using the text as a basis. 
Correct carefully all exercises and insist on corrected work being re- 
written. Memorize the Marseillaise (two or three stanzas) and sing it 
in class. Use the reading material to suggest as far as possible facts in 
French history, life, commerce, industry, etc. A reader such as Talbot: 
Le Francais et sa Patrie (Sanborn) is of great help in this work. The 
"Conversational Method" should be employed largely. 

FRENCH II. 
One Unit. 
If any French is taken, two years should be taken. If the language 
is started in the lov/er years of the Junior High School, the later work 
should be harmonized with this. 

Review the fundamental features of the first year, using some such 



28 HIGH SCHOOL MANUAL 

book as Trois Semaines en France (Oxford University Press, New York). 
This exercise should come once a week through the year. It may be 
supplemented by composition work based on the text. Re-emphasize 
constantly the pronunciation. The reading should be copious and fairly 
easy, although an inciease in difficulty over that of the first year. Such 
texts as Merimee's Colomba, Brunot's Le Tour de France, Malot's Sans 
Familee, About's La Mere de la Marquise, Halevy's L' Abbe Constantin, 
Labiche, Le Voyage de M. Perrichon may be chosen and toward the end 
of the year an excellent choice is Maupassant, Huit Contes Choisis (D. C. 
Heath). In Heath's catalogue will be found an excellent graded list of 
texts of different degrees of advancement. Memorization of short French 
poems such as Nadaud's Carcassonne, Hugo's Le Tombe a la Rose, etc. 
Note: Schools offering French should have the following equipment: 
(1) International Pronouncing French Dictionary (Hinds, Noble and 
Eldridge); La Petit Larousse Illustre (G. E. Stechert, New York); (3) 
Map of Europe (Rand-McNally's, Chicago); (4) A Map of France, (St. 
Paul Book and Stationery Co., St. Paul); a Plan of Paris, Nouveau Paris 
Monumental et Environs de Paris, (Paris, Darnier Freres, No. 6, Rue 
Des Saints Peres); Dowden's History of French Literature (Appletons); 
Adams, A Short History of the French People; Taine, The Origin of 
Contemporary France. 

Teachers may well add to their personal library the following: 
Report of the Committee of Twelve, (D. C. Heath); Karl Breul, The 
Teaching of Modern Foreign Languages, (G. E. Stechert, New York). 
Regular reading and investigation should have a definite part in the work 
of every teacher. The standard of modern language teaching is steadily 
improving. 

FRENCH III. 
One Unit. 

The books to be read may be chosen from among the following 
works — Augier, Le Gendre de M. Poirier; Balzac, Le Cure de Tours; 
Daudet, Contes; Daudet, La Belle Nivernaise; Anatole France; Le Livre 
de Mon Ami; Sand, La Mare au Diable; Hugo, Les Miserables; Dumas, La 
Tulipe Noire; Moliere, Les Precieuses Ridicules. The grammar review 
should be systematic and of a stage beyond that of Troid Semaines en 
France, mentioned in French II. Such a book as Francois, Elementary 
French Composition (American Book Company) will serve admirably; 
for the teacher who prefers and is able to make this side of the work 
oral, Ballard, Short Stories for Oral French (Charles Scribners' Sons) 
will prove satisfactory. French songs (cf.' selection by Ballard, Scrib- 
ners) should be used if possible. The school should also keep on hand a 
large number of easy French texts of an interesting nature (cf. the 
graded list in the catalogue of D. C. Heath and Co.) to lend out to pupils 
for their personal entertainment; pupils should be encouraged to do much 
outside reading of this sort. The third year should see the principles of 
grammar firmly fixed, the vocabulary much enlarged, the store of idioms 
increased and a greater appreciation and understanding of French life 
and culture attained. 



STATE OF NORTH DAKOTA 29 

GERMAN I. 
One Unit. 

The ' Conversational Method" should be used largely. It is the only- 
logical and practical method to pursue. The first few weeks of the 
study of German are critical, for during this time the basis is laid for 
either a good or faulty pronunciation. Every effort must be made, from 
the very beginning, that the student may acquire a perfect manner of 
speaking. Drill must be the slogan — ceaseless and untiring drill, indi- 
vidual and in concert. Explain the physiology of sound production. This 
will help in the acquisition of a correct Sprachlage. Use phonetic trans- 
cription to keep the pupil's and the teacher's pronunciation up to grade. 
Assign pupils no home study without having previously prepared the 
work thoroughly in the class. Insist that the vocabulary be mastered 
each day. Insist that the points in the grammar are understood and that 
the principles can be applied, not only in the parrot-like repetition of 
paradigms but in complete sentences — in other words, teach lebendige 
Giamniatik. Use dictation exercises, lasting, at the utmost, ten minutes, 
at least once a week. Sing German songs. Teach pupils to read the 
German script, even if they are not required to write it. It is a part of 
their linquistic equipment. See to it that readers and grammar are 
thoroughly modern and up-to-date. Memorize: Tannenbaum; Heine's 
Du bist wie eine Blume, and Die Lorelei; Goethe's Das Heidenroeslein. 
Master the essentials of grammar and read either Storm's Immensee or 
Hillern's Hoeher als die Kirche, both in the Walter-Krause German 
Series, published by Scribners. Make German the main medium of ex- 
pression in the class room. Remember the words of Goethe: Das Was 
Bedenke, Mehr Bedenke Wie. 

GERMAN II. 
One Unit. 

Review grammar thoroughly. Read much aloud. Let no faulty 
pronunciation pass uncensored. Remember that here, as in many other 
things, the spirit may be willing and the flesh weak. Have oral repro- 
duction of short anecdotes and shoit stories. Memorize: Eichendorff's 
Das zerbrochene Ringlein; Goethe's Der Erlkoenig; Uhland's Das Schlosz 
am Meer. Sing German songs. The following stories are edited by 
Scribners, in the Walter-Krause German Series, are recommended: Sei- 
del's Leberecht Huehnchen; Wildenbruch's Das edle Blut; Arnold's Fritz 
auf Ferien; Storm's Pole Poppenspaeler. Each one of these texts con- 
tains questions, and suggestions for short compositions. These should 
be carefully worked out. The review of the language part of the study, 
so essential to a thorough knowledge of the subject, is thus carried on 
systematically. 

NORSE I AND II. 

These courses are to be equivalent to the courses in German I and II 
or French I and II in the amount of work required, in the credit allowed, 
and in their demand upon the effort of the pupil. 



30 HIGH SCHOOL MANUAL 



For details regarding the contest of these courses apply to the De- 
partment of Scandinavian Languages of the University of North Dakota. 
The post office address is University, N. Dak. 



SPANISH I. 
One Unit. 

The necessity for learning Spanish in our school is self evident and 
can hardly be overemphasized. First of all our com,mercial relations with 
Cuba, the Philippines, Mexico and the South American republics must be 
kept up and our opportunities greatly developed. To be able to keep 
a decided advantage in trade over competitive nations, we must first of 
all use Spanish with ease as a medium of expression. To be successful 
we must be familiar to some extent not only with the economic and com- 
mercial needs and resources of the Spanish speaking countries, but also 
with their social life. Aside from its practical value Spanish has great 
cultural value. Spanish civilization, literature and history are intensely 
interesting; a thorough study of Spanish with its Latin origin cannot 
but be of great assistance in the teaching of the English vocabulary and 
etymology. 

Students and teachers of Spanish alike must be cautioned against 
the fallacy of regarding Spanish as easy. In spite of its apparent 
facility, a thorough acquisition of Spanish requires as much attention 
and industry as any other language. Undoubtedly if the Spanish pro- 
nunciation is compared to French pronunciation the former is decisively 
easier; yet in the course of study students find an abundant vocabulary, 
idiomatic expressions, idiomatic construction, great flexibility of sen- 
tence structure, a great variety in the use of the subjunctive mode, all of 
which are difficult to master. 

The aims of the first year are: (1) a correct pronunciation; (2) a 
mastery of the essentials of the language including the most common 
irregular verbs; (3) an acquisition of idiomatic expressions and of a 
fairly good sized vocabulary; (4) the ability to understand short easy 
questions and answer them in Spanish; (5) the reading of from 75 to 100 
pages of graded prose. 

The direct or conversational method ought to be used largely. 

In teaching Spanish pronunciation the following suggestions should 
be borne in mind: Go slowly; explain sounds clearly, and carefully; 
make use of practical phonetics, because it is more scientific, and it saves 
time; insist on an exact reproduction of the sounds and on clear enun- 
ciation and articulation on the part of the students; correct and repeat 
unceasingly; drill especially upon sounds that differ from the English. 
The reader should be written in simple Spanish (difficult literary material 
should be avoided) and deal chiefly with facts concerning Spanish life, 
history, commerce, industry, etc. Read aloud frequently; the teacher 
first, an individual student next, and finally the entire class together. 



STATE OF NORTH DAKOTA 31 

Ask numerous questions on the text read and insist on answers given in 
correct Spanish. Drill carefully and unsparingly on verbs, and also call 
attention to idioms. Memorize short Spanish poems and songs. Dic- 
tate exercises taken at first from material already studied or read and 
later on from material that has not been seen. Use Spanish as much as 
possible. Do your utmost to create a Spanish atmosphere and a feeling 
for the language. Wall maps of Spain, Mexico and South America, 
pictures representing Spanish scenes of every day life, cities and great 
men, should adorn the class room. The following books ought also to be 
provided for reference: A Spanish dictionary, histories. of Spain and 
South America, a History of Spanish literature. 

During the past few years a great many excellent Spanish gram- 
mars and readers have been put on the market. 

Grammars: 

Hills and Ford: First Spanish Book, D. C. Heath and Co. 

Espinosa and Allen: Elementary Spanish Grammar, American Book 
Co. 

Coester: Spanish Grammar, Ginn & Co. 
De Vitis: Spanish Grammar for Beginners, Allyn & Bacon. 

Olmsted and Gordon: Abridged Spanish Grammar, Holt & Co. 

Fuentes and Francois: A Practical Spanish Grammar, Macmillan Co, 

Crawford: First Book in Spanish, Macmillan Co. 

Moreno-Lacalle: Elementos de Espanol, Sanborn & Co. 

Readers: 

Espinosa: Elementary Spanish Reader, Sanborn & Co. 

Harrison: Elementary Spanish Reader, Ginn & Co. 

Fuentes and Francois: A Trip to Latin America, Holt & Co. 

Berge-Soler and Hathaway: Elementary Spanish- American Reader, 
Sanborn & Co. 

De Vitis: Spanish Reader, Allyn & Bacon. 
Teachers and prospective teachers of Spanish should by all means pro- 
cure a copy of Wilkins: Spanish in the High Schools — A Handbook of 
Methods (Sanborn & Co.) Aside from giving practical suggestions 
concerning the curious problems of teaching Spanish, it also gives an 
outline of a course of study for the Junior High School and an invaluable 
bibliography and other aids. 

SPANISH II. 
One Unit 

Review the essentials of the Spanish grammar taught in the first 
year. Give especial attention to radical-changing, orthographical-chang- 
ing, irregular verbs, the use of the subjunctive mode and personal pro- 
nouns. Allow no faulty careless pronunciation to pass uncorrected. Read 
aloud frequently and do a great deal of questioning in Spanish. Give 
short dictation exercises at least once a week. Read from 175 to 200 
pages of graded prose. Allow no slipshod translation and insist on pure 
idiomatic English. One text at least should deal with Spanish life, cus- 
toms, and ideals. Have composition work once a week. Memorize from 
50 to 75 lines of prose or poetry. 

Selections may be made from such texts. 



32 HIGH SCHOOL MANUAL 

Reading: 

Wilkins and Lauria: Lecturas Faciles, Silver, Burdette & Co, 
Supple: Spanish reader of South American History, Macmillan Co. 
Bardin: Leyendas Historicas Mejicanas, Macmillan Co. 
Luquiens: Elementary Spanish-American Reader, Macmillan Co. 
Hills: Spanish Tales for Beginners, Holt & Co. 
De Haan & Morrison: Cuentos Modernos, Heath & Co. 
Alarcon: Novelas Cortas Escogidas, Heath & Co. 
Alarcon: Novelas Cortas, Ginn & Co. 

Alarcon: El Capitan Veneo, Heath & Co., or American Book Co. 
Escrich: Fortuna, Ginn & Co. 
Morrison: Tres Comedias Modernas, Holt & Co. 
Harrison: A Spanish Commercial Reader, Ginn & Co. 
Composition: 

Umphrey: Spanish Prose Composition. American Book Co. 
Wilkins: Elementary Spanish Prose Book, Sanborn & Co. 
Crawford: Spanish Composition, Holt & Co. 
Waxman: A Trip to South America, Heath & Co. 
Whittem and Andrade: Spanish Commercial Correspondence, Heath 
& Co. 

FOREWORD 

Latin during recent years has come to be recognized as a most valu- 
able and practical subject for high school study. Leading educators have 
most heartily endorsed it, and the Conference on Classical Studies in 
Liberal Education held at Princeton in June, 1917, shows what the opin- 
ions of many important educational leaders are on this subject. This 
fact should be a stimulus to greater effort on the part of Latin teachers 
everywhere, and should arouse them to a realization of the possibilities 
of teaching this subject to make it practical and worth while in this age 
of demand for efficiency. 

LATIN I. 

One Unit. 

It is of the utmost importance that the Latin of the first year be 
thoroughly mastered, for upon this work alone hinges the success or 
failure of all later study of Latin. Since more than one-half of all the 
words in the English language are of Latin origin, no opportunity to 
mention English derivatives in every new vocabulary lesson should be 
neglected. All Latin students should keep a note-book for listing English 
words of Latin derivation. This practice should begin early in the first 
year and continue throughout the course, with special emphasis, how- 
ever, during the first two years. Word analysis of this sort will prove 
particularly valuable in building up an extensive vocabulary in English, 
and forms one of the principal reasons for justifying the importance of 
Latin in the curriculum of high school subjects. 

The Roman method of pronunciation should be used, and proper observ- 
ance of quantity of vowels and syllables should be insisted upon in all 
oral work. A student who can not appreciate the dignity and earnest- 



STATE OF NORTH DAKOTA 33 

ness of the Roman character as it is expressed in oral Latin, loses an 
important element in the study of that language. No sentence should 
be translated without first being read aloud, with proper attention given 
to intelligent expression and correct phrasing. In written work, all 
long vowels should be marked. This need not be a burden if attention is 
called to all long vowels in new words when they are first presented, and 
if correct sounds of 'vowels are always observed. There should be fre- 
quent exercises in oral composition based upon familiar words and con- 
structions. If skillfully managed, a certain amount of conversational 
Latin may be introduced to arouse interest and give additional practice in 
translation. Imitation and accustoming the ear to nice discriminations 
of sound and quantity are important factors in teaching correct pro- 
nunciation. The teacher may accomplish much in this direction by 
occasionally reading aloud certain Latin paragraphs, demonstrating what 
the ideal in oral Latin should be. 

As the primary aim in Latin study is to acquire the ability to trans- 
late the classics into good English, pupils should be held to the use of 
clear, idiomatic expressions in all translations from the very first. Slip- 
shod sentences and careless bungling of words, sometimes called "trans- 
lation English" cannot be too strongly condemned. If right habits of 
translation are begun early, the student will acquire a mastery of English 
which will be of incalculable value to him in all his other work. 

If thoroughness is to be the watchword in beginning Latin, then 
there must be frequent drills in • declension of nouns, pronouns, and 
adjectives; conjugation of verbs; and comparison of adjectives and ad- 
verbs. Practice in translating many supplementary exercises into Latin, 
together with frequent opportunity for sight reading under the teacher's 
guidance, will enable students to acquire a readiness in translation and 
feeling of mastery over the language that can be obtained in no other 
way. 

Students who have been carefully trained in their first year's work, 
will be enthusiastic members of Caesar classes, and it is then that the 
Latin teacher will appreciate the full significance of what mastery of 
the fundamentals of the beginner's book means. , 

The following outline gives the important factors to be emphasized 
in the work of the first year: 

I. Pronunciation. 

1. Sounds of vowels, diphthongs and consonants. 

2. Quantity of vowels. 

3. Quantity of syllables. 

4. Accent. 

(a) Of penult. 

(b) Of Antepenult. 

(c) When enclitic is added. 

II. Nouns. 

1. Case endings for each of the five declensions. 

2. Rules for gender for each declension. 

3. Base of each noun. 

4. Rules for "i" stem nouns of the third declension. 



34 



HIGH SCHOOL MANUAL 



III. Pronouns. 


1. 


Declension of 




(a) Demonstrative. 




(b) Personal. 




(c) Interrogative. 




(d) Relative. 




(e) Indefinite. 




(f) Intensive. 




(g) Reflexive. 




(h) Possessive. 


2. 


Use of each kind of pronoun, 


IV. Adjectives. 



Declension. 

(a) First and Second. 

(1) Bonus. 

(2) Liber. 

(3) Pulcher. 
Third. 

(1) One termination. , 

(2) Two terminations. 

(3) Three terminations. * 
Nine irregular adjectives. 

Comparison of 

(a) Regular adjectives. 

Adjectives ending in er. 
Adjectives ending in lis. 
Irregular adjectives, as bonus. 
With magis and maxime. 
Defective adjectives, as interior. 



(b) 



(c) 



(b) 
(c) 
(d) 
(e) 

(f) 



V. 



Adverbs. 
1. 



VI. 



Formation from adjectives. 

(a) Of first and second declensions. 

(b) Of third declension. 
Comparison. 

(a) Regular. 

(b) Common irregular adverbs. 



Verbs. 
1. 



3. 
4. 
5. 
6. 

7. 



Four regular conjugations 
of the third conjugation. 

Irregular verbs: possum, volo 
fio, and compounds. 

Stems for each conjugations. 

Principal parts. 

Tense signs. 

Personal endings. 

Mood signs. 

Deponent verbs. 



including "i" stem verbs 



nolo, malo, eo, fero, 



STATE OF NORTH DAKOTA 35 

VII. Prepositions. 

1. With accusative. 

2. With ablative. 

VIII. Numerals. 

1. Cardinals to 20; also 100, 200, 1000, 2000. 

(a) Use of Cardinals. 

2. 0: 
IX. 



2. 


Ordinals to 20. 


Syntax. 






1. 


Nominative. 




(a) 


Subject of finite verb. 




(b) 


Appositive. 


2. 


Genitive. 




(a) 


Descriptive, or limiting. 




(b) 


Partitive. 




(c) 


With verbs of remembering and forgetting. 


3. 


Dative 


1, 




(a) 


Indirect object. 




(b) 


Purpose or service. 




(c) 


With adjectives. 




(d) 


With special verbs. 




(e) 


With verb compound. 


4. 


Accusative. 




(a) 


Direct object. 




(b) 


Subject in indirect discourse. 




(c) 


Duration and extent. 




(d) 


Place to which. 


5. 


Ablative. 




(a) 


Means. 




(b) 


Cause. 




(c) 


Manner. 




(d) 


Specification. 




(e) 


Place where, from etc. 




(f) 


Time when or within which. 




(g) 


Separation. 




(h) 


Personal agent. 




(i) 


Accompaniment. 




(J) 


After comparatives without quam. 




(k) 


With deponents. 




(1) 


Ablative absolute. 




(m) 


Measure of difference. 




(n) 


Descriptive. 


6. 


Vocative. 


7. 


Locative. 


8. 


Subjunctive mood. 




(a) 


Purpose. 




(b) 


Result. 




(c) 


Indirect questions. 




(d) 


Characteristic. 




(e) 


Cum causal, concessive, temporal. 



36 HIGH SCHOOL MANUAL 



9. Tense sequence. >. 

10. Gerund and gerundive. 

11. Use of present imperative. 

12. Indirect discourse. (Simpler forms). 
X. Word order in a Latin sentence. 

CAESAR. 
One Unit. 
When the transition from beginning Latin to Caesar is too abrupt 
the mortality is proportionately high. It v/ill be time saved to spend 
from two to four weeks in thorough review of the principles of the first 
year's book before undertaking the real work of the year. In connection 
with this review, some composition work and sight translation from easier 
prose, such as Fabulae Faciles, will be valuable. At first there should 
be much guidance on the part of the teacher so that pupils may form 
correct habits in translation and learn how to go about the analysis of 
a new, and oftentimes a long sentence in Caesar. 

For the well prepared class, Books I to IV of Caesar's Commen- 
taries can easily be read without substitution. However, portions of 
Books V, VI, and VII or selections from Viri Romae and Nepos may be 
substituted in part, if desired. Composition equivalent to one period a 
week should be kept up throughout the year. If possible this work 
should be based upon the text read and should be accompanied by a sys- 
tematic review of grammatical principles, and a special study by system- 
atic review of grammatical principles, and a special study of the con- 
structions most commonly found in Caesar. Classes are much more 
likely to keep up interest in composition if a definite amount of oral 
work is assigned each day, with occasional written lessons on longer 
sentences. All idioms should be memorized and principal parts of verbs 
learned as they occur. The grammatical drill of the first year should 
be continued to fit the needs of the class. 

Although the student should understand the grammatical structure 
of what he translates, yet it is a mistake to over-emphasize this matter 
and destroy all interest in the story for its own sake. If the work is 
properly managed it ought not to be necessary to make Caesar a lesson 
in grammatical drill every day. At first the more common construc- 
tions should be studied in detail, and later those of less frequent occur- 
rence may be taken up as they appear in successive lessons. 

Students should never be excused for lack of knowledge of vocabu- 
lary in lessons that have been assigned, even if they cannot always 
translate correctly. The lesson of the previous day should always be 
read as a review, and nothing but fluent, idiomatic English should be 
accepted. No assistance should ever be given in a review lesson in class. 
Teachers should be definite in their assignments each day and then hold 
students strictly accountable for the entire lesson. 

Be sure that, in addition to acquiring ability in translation, students 
are following the thought of the text. Too often pupils who have read 
Caesar have only a vague notion of what it is all about. The maps should 
be diligently studied, campaigns closely followed and explained by means 



STATE OF NORTH DAKOTA 37 

of charts and diagrams, and a study of the military system of Caesar's 
day carried out. After completing the study of each campaign, students 
should be asked to give a detailed account of it using maps, etc. Re- 
ports on such topics as the plan of a Roman camp (explained with dia- 
grams), the organization of the Roman army, the Roman art of war, 
and others pertaining to the time of Caesar are strongly recommended. 
The construction of a model bridge when Book IV is studied is worth the 
time and effort it may require. The life of Caesar in connection with the 
political conditions of his time should receive some attention also. 

Besides continuing the practice of listing words of Latin derivation, 
students may be encouraged to notice all instances of Latin words and 
phrases used in everyday English, in state mottoes, on coins, in news- 
paper and magazine articles and advertisements, in scientific textbooks, 
and from this material make interesting and attractive notebooks. 

By the time classes have completed the second year's work in Latin 
they should have a thorough knowledge of the subject matter read, of 
the more common constructions of nouns, pronouns, and verbs, a vocab- 
ulary including virtually all of the words and idioms used during the 
year, and should have developed an ability to translate Latin prose of 
moderate difficulty with ease. 

CICERO. 

One Unit. 

The work of the third year should include a. study of the four ora- 
tions against Catiline, the one on the Manilian law, and the one for the 
poet Archias. Sallust's Catiline and selections from Cicero's letters, 
however, may be used as part substitution. The study of the life and 
personality of Cicero, of Roman political conditions of his time, and of 
the structure of an oration should receive particular attention. Compo- 
sition equivalent to one period a week should be continued throughout 
the year. The same suggestions for the composition in Caesar may 
apply in this course. The more complex constructions of verbs and 
verb-forms, and those common to Cicero should be considered at this 
time. The memorizing of idioms and principal parts of new verbs should 
not be neglected. 

Pupils who have a mastery of the principles of the first year's work 
and M^ho have read Caesar ought to be ready to pay more attention to 
style and less to mechanics of translation. Cicero aifords an excellent 
opportunity for word study and clear expression of thought. The class 
should hp led to weigh the values of words, to distinguish fine shades of 
difference in meaning, and to be satisfied only when they have found 
just the right English to convey the thought of the Latin. Written 
lessons on certain portions of an oration may be assigned occasionally as 
a test of the pupil's ability to get the thought from the original text, 
and to express it in idiomatic English. Wide-awake, alert students often 
develop a wholesome spirit of rivalry in their attempts to outdo their 
classmates in work of this kind. 

After an oration has been translated the first time it should be 
reviewed and considered as a whole. If the teacher will then read the 



38 HIGH SCHOOL MANUAL 

entire oration to the class, and this can easily be done in about forty-five 
minutes, pupils will be better able to realize that the actual address did 
not take so long a time for delivery, as the first piecemeal translation 
would indicate. "VVTien the thought of each oration and the conditions 
which prompted its delivery are fully comprehended, the class can not 
fail to be interested. 

Study of the private life of the Romans, and of the Roman forum, 
with pictures, oral reports and discussions, add much to the value of a 
course in Cicero. By this time, the Latin notebooks may be varied by 
the introduction of exercises of this type. Clippings from magazines and 
newspapers or other reading material chosen at random may be pasted 
in the notebooks, with the words of Latin derivation underlined, and the 
percentage of such words indicated at the bottom of the clipping. Collec- 
tions of words of Latin origin found in certain chapters of other text- 
books which pupils are using will show how much Latin helps in the un- 
derstanding of the other subjects. References to Roman mythology are 
often seen in modern cartoons, and a collection of such cartoons would 
be interesting. Collections of any kind that show how Latin words and 
Roman myths form a part of modern life and expression should be the 
aim in the notebook work of this year. 

VERGIL. 

One Unit. 

This course should comprise a translation of the first six books of 
the Aeneid, with considerable attention given to reading the poem aloud 
metrically, to a comprehensive study of Roman mythology, and the rhe- 
torical figures commonly found in Vergil. The metrical reading will be 
comiparatively easy after the meter is understood, if pupils have been 
trained to observe the quantity of all syllables in their preliminary work. 
A study of grammatical principles should accompany the regular work 
with special reference to the constructions peculiar to Vergil's style. 
These should include: (1) Purpose. (2) Place relations. (3) Greek 
accusatives. (4) Dative of reference and Ethical Dative. (5) Middle 
Voice. (6) Patronymics. (7) Final syllables. Students should notice 
examples of personification, hendiadys, onomatopoeia, and other figures 
of speech. 

Approximately one period a week should be devoted to composition. 
The work of this year should include a thorough review of all gram- 
matical principles of the first three years and composition exercises 
based upon this review. 

Certain passages from the Aeneid should be assigned occasionally 
for metrical translation into English, and some of the best portions of 
the poem should be memorized from time to time. If the work up to 
this time has been satisfactorily completed, students should be able to 
read intelligently and with expression and should do considerable sight 
reading of selections from Horace and Ovid, or of other works by Vergil. 

The subject matter of the poem must be comprehended as it is 
read. After each book has been translated a synopsis should be re- 
quired of each pupil, together with a map locating the different places 



STATE OF NORTH DAKOTA 39 



through which Aeneas passed on his way to Italy. It should not be 
said that students who have read the Aeneid know nothing of the con- 
nected story running through the poem. 

The life of Vergil, his rank among Roman writers, and the influence 
of the Aeneid on English literature should receive attention. This year's 
work above all others should cause students to have the deepest respect 
and admiration for the Latin language and its literature, and make 
them feel amply repaid for the time and effort expended in acquiring 
the ability to read and appreciate this great poem in the original. 

GENERAL SUGGESTIONS TO TEACHERS 

Since so much of the success in Latin study depends upon a right 
start, there can be no danger of overemphasis of this matter. Pupils 
like subjects which they can fully comprehend, and over which they feel 
a certain degree of mastery. Only by diligent and consistent effort on 
the part of the pupil and untiring zeal on the part of the teacher can 
excellent Latin students be produced. In order to have wide-awake, 
interested classes, the teacher must be enthusiastic about Latin, and 
this enthusiasm will inevitably react favorably upon the pupils. 

The assignment of a Latin lesson, especially in the first year, is a 
very important part of the work. Carelessly assigned work often ac- 
counts for poor recitations the next day. Any new material that is likely 
to cause difficulty in an advanced lesson should be mentioned and ex- 
plained enough to enable pupils to prepare their lessons intelligently. 
Then no half-prepared lessons need be accepted. 

In all composition lessons that are written, errors should never be 
corrected by the teacher, but the words that are wrong should be under- 
scored, or some comment made to lead pupils to discover their own mis- 
takes, and correct them. All poor v/ork should be rewritten and corrected. 
It is a splendid exercise for the entire class to exchange papers and 
criticise one another's work. More Latin can be learned in a period in this 
way than in any other. Som.etimes it is a good plan to send pupils to 
the board to write their composition without note or papers, using only 
English sentences as a basis. The criticism of this board work should 
come entirely from the class, unless the error fails to be noticed by any 
pupil. All this criticism should be in the form of questions addressed to 
the person who wrote the sentence. These questions should be such as 
to provoke thought as "What thought is expressed by . .?" 'What 
is the case of an indirect object?" Not "That word should be in the dative 
case because it is an indirect object." If composition is managed in this 
way throughout the entire course, from the first simple sentences of the 
beginning work, there will be no dreaded composition days because pupils 
are not interested. 

Good English should always be insisted upon in all translations from 
Latin. It is often surprising to find what good results may be obtained 
from a so-called poor class, if nothing but the best will be accepted from 
those in the class. An opportunity to connect the English with Latin 
derivatives should never be missed. 

Nothing aside from the enthusiasm and personality of the teacher 
can create more interest in this work than to have a room or corner of a 
room fitted up as a Latin laboratory, suitably equipped with pictures, 
mottoes, books, etc., suggestive of Latin. This room may be a corner of 
the regular class room where students may come to work from time to 
time on their notebooks, and compare and exchange ideas with their 
classmates. Miss Sabin's manual, mentioned in the bibliography, will 



40 HIGH SCHOOL MANUAL 

give much help in work of this kind and in preparing a Latin exhibit. 
Teachers who have never tried to connect Latin with modern life will 
not realize what possibilities there are in this correlation, until they 
have tried it. The experiment is decidedly worth while. 

BIBLIOGRAPHY 

Mythology. 

Fairbanks. Mythology of Greece and Rome. Appleton. New and 
very good. 

Galey, C. M. The Classic Myths on English Literature. Ginn & Co. 

Guerber. Myths of Greece and Rome. American Book Co. 

Caesar. 

Fowler. Life of Julius Caesar. G. P. Putman's Sons. 

Judson. Caesar's Army. Ginn & Co. 

Second Year Latin. Scott, Foresman and Company. Furnished 
gratis on request. Every teacher of Caesar should read this pamphlet. 

Cicero. 

Abbott, F. F. Roman Political Institutions. Ginn & Co. 

Ancient Rome. Houghton-Mifflin Co. 

Church. Roman Life in the Days of Cicero. Dodd. 

Greenidge. Roman Public Life. Macmillan & Co. 

Guhl and Koner. Life of the Greeks and Romans. Appleton. 

Harding. City of Seven Hills. Scott, Foresman & Co. 

Huelsen. The Roman Fprum; translated by J. B. Carter. G. E. 
Stechert & Co. 

Johnston. Private Life of the Romans. Scott, Foresman & Co. 

Lanciani. Ruins and Excavations of Ancient Rome. Houghton- 
Mifflin & Co. 

Shumway. A Day in Ancient Rome. D. C. Heath & Co. 

Strachan. Davidson's Cicero. G. P. Putman's Sons. Very helpful. 

Vergil. 

Glover. Studies in Vergil. Edward Arnold. Helpful and suggestive. 

Sellar. Vergil. Oxford Press. Best literary criticism. 
Dictionaries. 

Harper's Latin Dictionary. American Book Co. 

White. English-Latin Dictionary. Ginn & Co. 

Miscellaneous. 

Brown. Latin Songs With Music. G. P. Putman's Sons. 

Byrne, Lee. Syntax of High School Latin. University of Chicago 
Press. 

Harper. Dictionary of Classical Literature and Antiquities; edited 
by H. T. Peck. American Book Co. 

Hale. Art of Reading Latin. Ginn & Co 

Kelsey. Latin and Greek in American Education. Macmillan Co. 

Lodge, Gonzales. Vocabulary of High School Latin. Columbia 
University, New York. 

Paxon. Two Latin Plays. D. C. Heath & Co. 



STATE OF NORTH DAKOTA 41 

Paxon. Handbook for Latin Clubs. D. C. Heath & Co. 

Peck. Roman Pronunciation of Latin. Henry Holt & Co. 

Sanborn, J. E. A Companion to Latin Studies. Cambiidge Uni- 
versity Press. 

Schlicher. Latin Plays. Ginn & Co. 

Special Helps for Teachers. 

Card Games, published by the Lalin Games Co., Appleton, Wisconsin. 
Good. 

The Relation of Latin to Practical Life. Francis E. Sabin, 419 
Sterling Place, Madison, Wisconsin. This manual will prove a real help 
to progressive teachers who want to make their Latin classes alive with 
interest. 

Value of the Classics. Princeton University Press. An inspiration 
to those interested in Latin. 

Every teacher of Latin should be a member of the Classical Asso- 
ciation of the Middle West and South. Yearly payment of $2.00 to Prof. 
Louis E. Lord, Obeilin College, Oberlin. Ohio, entitles one to membership 
in this association and brings monthly the Classical Journal, the official 
paper of this association. Forty cents additional pays for a yearly 
subscription to Classical Philogy, a monthly publication, more technical 
than the former. The Classical Weekly may be obtained by sending 
$2.00 to Prof. Charles Knapp, Barnard College, New York City. 

No teacher should be without several Latin grammars, commonly 
referred to in the notes of Latin texts. 

PLANE GEOMETRY. 
One Unit. 

As presented in the ordinary text books. 

Care should be taken that the pupil gains not meiely a superficial 
readiness in using the form of geometric proof, but also an insight into 
the underlying principles of the subject which will enable him to apply 
his knowledge rightly. 

Varied examples involving numerical computation should be given 
and occasional brief practice in drawing to scale will perhaps be found 
helpful. 

Effoit should be made through abundant work in original exercises 
and otherwise to develop in the pupil a prompt and independent facility 
in geometrical reasoning and proof, in constructions and in computation 
of problems involving mensuration. 

SOLID GEOMETRY; 

One-half Unit. 
As far as possible the work in solid geometry should be related to 
plane geometry. The key to much of the work in solid geometry is the 
ability to visualize properly the solid figures. Concrete models should 
be used to make clear to the class the figures given in the text. Models 
made from pasteboard and splints or knitting needles are of decided 
service in making correct concepts of solid figures. There are geometric 
solids on the market that can be used with decided advantage in enabling 



rz HIGH SCHOOL MANUAL 

students to get the correct notions in regard to geometrical figures. As 
in plane geometry much work should be done in original theorems, prob- 
lems and exercises. 

Solid geometry has a history that is fascinating and the students 
should get some of this history in their course. 

In the study of solid geometry the students should be taught con- 
stantly to see the relations of the principles learned to their practical 
applications. 

TRIGONOMETRY. 
One-half Unit. 

The subject of plane trigonometry is comparatively easy and should 
be interesting to most students. It offers a good field for training the 
student in accuracy and exactness. It utilizes the facts of algebra and 
geometry and extends the field of vision of the student greatly. Em- 
phasis should be laid on all parts of the subject v^hich are applicable to 
practical problems. • The following topics are offered as deserving of 
exhaustive treatment: the fundamental trigonometric functions with 
their inter-relationships, the solution of right triangles, the laws of 
sines, cosines, and tangen.s in the solution of oblique triangles, circular 
measure, the functions of double angles, the functions of the sum and 
difference of angles, inverse functions, trigonometric equations. 

Let the students have thorough drill in solving a great many prac- 
tical problems. 

CORRELATED MATHEMATICS. 
Three Units. 

The movement in the direction of correlated mathematics is recog- 
nized quite generally as a movement in the right direction. The work in 
correlated mathematics as given in available texts may not be entirely 
satisfactory. Quite generally, too, the teachers find it difficult to break 
away from their t: aditional notions of teaching mathematics. The 
Wentworth-Smith-Brown and Breslich texts present better thought out 
schemes than any that can be worked out by a teacher of a few year's 
experience. The Breslich series of texts provides material for three 
year's work, beginning with the ninth grade, and covering the same 
ground as elementary and higher algebra, plane and solid geometry and 
trigonometry. One-half year is saved and the students have the advant- 
age of studying and using all the subjects through the entire three years. 

In teaching correlated mathematics the teacher should be cautious 
about presenting more difficulties from algebra and geometry than are 
planned. The authors of the texts intended to simplify the work in 
mathematics and to clear av/ay some accumulation of mathematical rub- 
bish. The teacher should not attempt to teach difficulties in mathematics 
that are not contemplated in texts used. 

ELEMENTARY ALGEBRA. 
One Unit. 
At the beginning there should be a short treatment of this subject 
in such a manner as to make its relation to arithmetic as close as poss- 



STATE OF NORTH DAKOTA 43 

ible. Throughout the course it should be shown that the definitions and 
principles of arithmetic with some extension of meaning hold true in 
algebra. At the outset the pupil should learn that in algebra he is 
dealing chiefly with number and that each letter or combination of letters 
(algebraic expression) represents a number. The first problems should 
be such as may be solved as an exercise in either arithmetic or algebra 
and should be solved both ways. Problems that may be solved by the 
use of linear, or simpler equations, should be placed early in the course. 

After the above preliminaries are completed, the following topics 
should be treated, ihe order in which many of them are taken up not 
being important: Positive and negative numbers; axioms; addition; sub- 
traction; signs of aggregation; multiplication; division; special products; 
factors; highest common factor; lowest common multiple; fractions in 
algebra; fractional equations; simultaneous equations of two and three 
unknown numbers; involution; evolution; the simpler work in negative, 
radical equations; graphic solutions; pure quadratics; the simpler work 
in affected quadratics — solutions by completing the square and by factor- 
ing; problems in simultaneous quadratics — two unknowns; the simpler 
work in ratio and proportion. 

The following topics are not included in this course: Highest com- 
mon factor by continued division; simultaneous equations involving four 
or more unknown numbers; indeterminate equations; inequalities; the 
factor theorem; the more involved work in radicals, quadratics, and ratio 
and proportion; the theory of exponents; imaginary numbers; equations 
in the quadratic form; theory of the quadratic equation; cube root. 

ADVANCED ALGEBRA. 
One-half Unit. 

This course includes the following topics: General principles of the 
fundamental processes; signs of aggregation; equations; factoring; the 
factor theorem; highest common factor, including the process by con- 
tinued division; algebraic fractions; simultaneous equations; graphs; 
cube root; inequalities; indeterminate equations; theory of exponents; 
radical equations; imaginary numbers; quadratics; ratio, proportion and 
variation; series; binomial theorem; logarithms. 

GENERAL HISTORY. 

This course is designed to take the place of what has been known as 
Ancient and Modern Histoiy. It is therefore a two-year course, the first 
year of which is known as General History I and is designed to extend 
to the time of Louis XV, or thereabout. General History II should begin 
with Louis XIV, or thereabout and extend to the present time in Euro- 
pean affairs. This course if thoroughly covered should made unnecessary 
another one-half unit of work in English History. There would seem to 
be some advantage in this arrangement so far as the high school program 
is concerned. It should be possible to give a student two and one-half 
years of history including Advanced U, S. History and still leave time 



44 HIGH SCHOOL MANUAL 



for a well-rounded course. The present tendency seems to be to give 
Ancient History and then allow the majority of students to take Ad- 
vanced U. S. History because it is required. Relatively few schools are 
teaching English History. Such an arrangement leaves the. modern part 
of European history a closed book and yet we profess to educate for 
citizenship and expect our young people to understand the great world 
movements. It would seem an economy of time as well as a means of 
giving moie students a better knowledge of the development of the race 
to make a two-year couise in General History compulsory for a large 
number of students. With such an idea in mind the following outline is 
presented. In favor of such a plan we find the bulletin of the Depart- 
ment of Education of N. J., Committee Reports of the North Central 
Association, and the Bulletins fiom the U. S. Bureau of Education. 

GENERAL HISTORY I. 
One Unit. 

The object of the course should be to study past conditions and to 
give the student a working knowledge of past institutions and not 
merely an account of past events. Since the history of the past 200 
years in Europe concerns us most intimately it is well to cover the past 
to the time of Louis XV or thereabouts in the first year of the course. 
The topics should be presented not in a fragmentary form but as dis- 
cussion of topics. 

The following topics should receive careful attention: 

Egypt; the physical features and climate, the dynasties, the people, 
thgir religion, social life and industries, their monuments and contribu- 
tions to civilization. Some up-to-date treatise should be consulted on 
these topics. 

The Semitic people: 

a. Early Babylon. The development and union under industrial de- 
velopment, conquests and decay. 

b. Assyria. Contrast with Babylonia, the people, religion, institu- 
tions, and industries. Note also the warlike attitude of the two. Assyria 
became the first world power. Note any scientific contributions to civil- 
ization. Make careful study of the development of the city state, its 
origin and development into a nation. 

c. Later Babylonia. Modes, Persians, Syrians, Hebrews, and Ly- 
dians. The international relations are complicated. Babylon is recog- 
nized as the greatest kingdom. 

d. The Hebrews. Their early history should be learned; the long- 
ing for a land or home free from external influences. A study of their 
laws and government might profitably be made. Note also their domes- 
tic life, religion and relation to other nations. They developed no art or 
science; why? Their contribution to civilization was a religion. 

e. The Phoenicians. The position of their country led to a new in- 
dustry — commerce. Find some historical association with their capital 
cities. Tyre, Sidon, also the Cedars of Lebanon. Their greatest work 
and contribution was the colonization of new territories and the develop- 
ment of an alphabet. 



STATE OF NORTH DAKOTA 45 



In the above outline of study, follow carefully the civilizing influ- 
ences; note the institutions of art, culture, and the various industries. 
It should be observed that the Semitic people have contributed to the 
world their religions, and the the contribution of the Hebrews — the 
Christian religion as set forth in the Bifcle — is the crowning work of all 
the races. 

The Persians. Note their race, government, rapid development till 
they have absorbed Asia Minor. Study the plan of expansion of the 
building of roads, houses, etc. An important feature in their life is their 
religion, due to their contact with Greece. Their military campaigns are 
of small moment, except perhaps, against Greece. 

GRECIAN HISTORY 

The beginnings of Greece. The Greek people the different tribes, 
their early language and traditions. The land, its significance. The 
legendary periods; the Homeric and Mycenian ages; the culture of these 
periods. 

The Greek City State, 700-500 B. C. The political growth and ex- 
pansion through sending out colonies. The typical city states — Athens 
and Sparta. The growth of Athens as a democracy, a monarchy, an 
oligarchy, a tyranny-democracy. The growth of Sparta, a monarchy.. 
The social and economic conditions in the two cities. The Graeco-Per- 
sian wars, cause and results (details not necessary). 

Struggle for Supremacy in Greece. The Athenian supremacy; her 
naval policy — the Delian League. Pericles, his office, work and influence. 
Spartan supremacy, cause, result. Theban supremacy. Relation of 
states, attitude toward democracy. Macedonian supremacy. Political 
life in Greece. Leaders. 

Union of Greece and the Orient. The Conquest of Alexander, his 
empire. Spread of Greek culture and its influence. Division of his 
kingdom. 

Greek Architecture, Painting and Sculpture. Their development and 
influence upon the world. Literature, epic and lyric poetry, their devel- 
opment. The drama and its development. History, oratory, philosophy, 
the different schools and leaders. The underlying principles of each 
science, the Greek contribution to civilization. 

Hellenic and Hellenistic Culture. The social life of the people. 
Spread to the East. The Achaean League, its origin, constitution, 
growth, conflict with Sparta. Final decline. 

Little or no emphasis should be placed upon the following topics: 
The domestic strife and civil wars, except to note that Greece could 
never unite, hence was destined to be absorbed by a greater power; the 
foreign wars and international affairs, except as other nations came 
under the influence of Greek culture; the legendary and pre-historic 
periods, except as introductory; the numerous gods, except as influenc- 
ing their social life. 

ROMAN HISTORY 

The Land: Geographical unity, position and extent. The people; 
mingled races; Italians, Greeks, Gauls, Etruscans, etc. 



46 HIGH SCHOOL MANUAL 

Traditional Origin: How founded, growth, etc. Growth of city of 
Rome, Patricians and Plebians. Units: Family, clans, and gens, tribes, 
city state, nation, and empire. 

The Republic. Development of a constitution, class struggle, the 
patricians, plebian assembly, the. political and social fusion. Unification 
of Italy under Roman rule. Subjects: Latin colonies, praefectures, allies. 
Bonds of union, patriotism, language, government. Punic Wars: occa- 
sion, Carthage a growing power, final struggle, Scipio and Hannibal, 
results. Conquest of East and West Mediterranean lands. World Em- 
pire — Evils: Luxury, gladiatorial games, etc. Greek culture and wealth; 
political, economic, and social results. 

Transition from Republic to Empire: The Gracchi, attempts at re- 
form. Agrarian laws, economic and political reform, land laws. 

Military Rule. War with Jugurtha (senate corrupted). The Cim- 
bri and Teutons. Marius and Sulla. The social war, massacres and pro- 
scriptions. (Details not necessary. Observe the patriotism shown). 

Growth of Imperialism. Pompey, Caesar and Crassus, the Trium- 
virate, rise of Caesar, fall of Pompey, Caesar's constructive work, re- 
form in provinces, clemency, and laws, character of Caesar. 

The Empire. Augustus: Character, rule, world peace, results. The 
Julian's character of rule, stability of government, development of art, 
science, culture, and literature: Their worth. The Flavians. The An- 
tonines. A World Empire. The later Government: Municipal, provin- 
cial. The armjy, its organization, provincial and local. 

Education. Universities, grammar schools, and elementary schools. 
Religion, pagan and Christian; persecution under Nero, Diocletion, and 
Marcus Aurelius. 

The Christian Church. Its organization, growth under Constantine. 
Division of the kingdom west and east. Struggle with the barbarians. 

The Dissolution of the Roman Empire. The Teutonic invasions: 
East Goths, West Goths, their demands, results; the Huns: the Vandals: 
the Franks, Clovis and his successors. The fusion of Teuton and Roman 
culture. The Mohammedan peril; beginning, spread, check at Tours. 

The Papacy. Development, temporal powers. The Franks and the 
t*opes. Charles Martel, Pippin, Charlemagne's Kingdom, expansion, 
consolidation. Social and political conditions. Charlemagne crowned, 
800 A. D. Charlemage's successors. The Treaty of Verdun, 843; 
division of the kingdom. The new barbarian attack — Slavs, Norsemen, 
Huns — results. Feudalism, causes, extent, elements; land tenure and 
military service. Results in Western Europe, commerce, literature, 
social life. 

France from the Treaty of Verdun to the twelfth century of the 
organization and development of the kingdom. 

Germany, development, growth, rulers. The Holy Roman Empire, 
origin, extent, result. The struggle between the emperors and the pope. 
Growing jealousy. Hildebrand; Innocent III; Henry IV, etc. 

The Crusades. Conditions in East before crusades. The Moham- 
medans, their attitude. The Turks, opposed to the Pilgrims. Result of 
crusades — developed commerce, universities, trade. The rise of towns, 



STATE OF NORTH DAKOTA 47 

The guilds — merchants — trade. The new monarchies, centralized power. 
England, France, Spain, Germany, Scandinavia, Switzerland, Nether- 
lands, their struggle, rapid growth, and relation to foreign forces. Note 
their growth after the crusades. 

The Renaissance. The nature and development of new-old ideas. 
The new learning, medicine, art, philosophy, literature. Some leaders of 
the movement: Dante, Petrarch and others. 

The Protestant Reformation. Luther, his life and work his pre- 
cursors. Counter reformation in the Catholic church; results. A cen- 
tury of religious wars, Protestant and Catholic. 

England in the Seventeenth Century. Civil wars, causes and re- 
sults. The Tudors, character, work, development, etc. The Stuarts, 
idea of government, religion, Civil War and the commonwealth; Croi]i- 
well and the Puritans; the Restoration, Revolution; a constitutional 
monarchy. 

General European Development. Louis XIV of France. Leadership 
of France. Social and economic conditions. The extravagant court. Rus- 
sia: Peter the Great; expansion; introduction of Western Ideas, Prussia: 
A military power; expansion and influence over Europe. England: Ex- 
pansion and industrial development; leaders and inventions. 

GENERAL HISTORY II. . 

One Unit. 

The object of this course should be to give a rather intensive study 
of the progress of Europe during the eighteenth and nineteenth centuries 
together with as much study of the conditions prevailing in Europe dur- 
ing the 17 years of the 20th century as possible. 

The following topics are suggested for careful consideration. 

The struggle between John and Parliament in England, Cromwell. 
Revolution of 1688. The English Constitution. 

Review the reign of Louis XIV in France, Religious Differences. 
War of Spanish Succession. 

Russia, Peter the Great, Expansion, English Expansion leaders. 

Rise of Prussia, Prussian Militarism, Industrial England, Inventions. 

Austria's Rise, Frederick the Great, Poland Partitioned Three Times, 
Maria Theresa and Joseph II. 

France and England in India and North America. 

Life in Europe; Town, Country, Religions. Same for England. 

Modern Reforms and Science, Frederick, Catharine, Joseph. 
France as a Republic, Revolutionary War. Reign of Terror, etc^ 

Napoleon, Congress of Vienna. Europe after Congress of Vienna 
until Revolution of 1820. Kingdom of Belgium. 

Industrial Revolution (Study with great care and make applications)-. 

Second French Republic and Second Empire and Causes. 

Revolution of 1848, Italy, Cavour. 

Formation of German Empire and Austria-Hungarian Union (Show 
relation of this to late war.) The German Constitution, Bismarck 
and Socialism. 

Third Republic in France, Separation of Church and State. Poll- 



48 HIGH SCHOOL MANUAL 

tical and Social Reforms in England, Free Trade, Irish Question, 
Canada. 

Australia, New Zealand, South Africa, Russia in the 19th Century, 
Freeing Serfs, Industrial Revolution in Russia, The Struggle for Liberty, 
Russia To-day, Turkey and the Eastern Question, Crimean War, Balkans. 

China, Japan a World Power, Boxer Uprising, Russo-Japanese War. 

European powers in Africa, Decline of Spain, Boer War. 

A careful study of actual conditions in Europe so far during the 
present century should be made. The origin of the war of 1914 should 
be developed from a study of the armies and navies of Europe, the social 
and political conditions in Europe, Hague Conferences, Socialism, etc. 
For this purpose a lot of reference work to standard current literature 
will be necessary. 

Good text books are essential. No text book or series of text books 
is recommended. There are a number of good and suitable books on the 
market. Any texts covering what has been known as Ancient and Mod- 
ern History, if thoroughly up-to-date, should be adequate in the hands of 
a good teacher. It is a matter primarily of selecting topics and arrang- 
ing material. 

Little stress should be laid upon wars and battles, campaigns and 
domestic strife, except where a national existence is at stake — as in 
French Revolution. Even then the details are not necessary. Individ- 
uals need not be studied except in rare instances. The learning of the 
rulers of each country is unnecessary. Know something of the great 
rulers, however. The same holds true with dates. Some eighty or more 
dates should be known as landmarks. 

REFERENCE AND SUPPLEMENTARY BOOKS 

Ancient Periods. 

1. Herodotus, (For Egypt, Babylon, Persia, and Early Greece). 

2. Bulfinch, ''Age of Fable or Beauties of Mythology." 

3. Abbott, Jacob; Biographies of Alexander, Hannibal and Caesar. 

4. Church, "Story of the Odyssey" and "Story of the Iliad." 

5. Gulick, "Life of the Ancient Greeks." 

6. "Trial and Death of Socrates" (Macmillan, Publishers). 
Mediavel Period and Modern Period: 

1. Symonds, J. A. "A Short History of the Renaissance in Italy." 

2. Tarbell, Ida, "Life of Napoleon and the Empress Josephine." 

3. Freyton, Gustav, "Martin Luther." 

4. Green, "A short History of the English People." 

5. Henderson, E. A. "Short History of Germany." 

6. Macualy, T. B., "Frederick the Great." 

7. Molley, J. L., "Peter the Great." 

8. Froude, "English Seamen in the Sixteenth Century." 

See also bibliographies in various text books. Make free use of 
current standard magazines, as World's Work, Review of Reviews, Liter- 
ary Digest, The Survey, Outlook, The New Republic, Independent, etc. 
If possible secure back numbers covering the four or five years. 



STATE OP NORTH DAKOTA 49 

ECONOMICS. 
One-Half Unit. 

The object of this course is to give the student a clearer and more 
comprehensive view of our economic life as it is today. It aims to 
arouse an intelligent interest in the many economic problems confronting 
us; to give the student a better understanding of present-day conditions; 
to trace through and analyze the cause of certain weaknesses in our eco- 
nomic life; and to show what has been done, is being done, and may be 
done to remedy these weaknesses. Throughout the course emphasis 
should be placed upon the responsibility of the individual in his relation 
to our economic questions, upon the fact that if there are evils in our 
economic life today man alone is to blame, and that these evils will re- 
main until man, through intelligent, conscious effort, seeks out and ap- 
plies the proper remedies. Thus the aim should be to give the student a 
wholesome, hopeful, constructive viewpoint in his approach to our 
economic problems. 

That the student may have a better understanding of economic con- 
ditions and institutions of the present, the course should begin with a 
survey of industrial stages through which man has passed. A careful 
analysis should be made of the successive changes in the methods of 
making a living together with a more intensive study of the period of 
the industrial Revolution including the effects of this revolution upon all 
phases of our social and economic life. The origin of many of our pres- 
ent day institutions should be noted and a study made of the causes 
which gave rise to them and the factors which have modified their 
development. 

The second part of the course should include a comparatively brief 
outline of the general subject-matter of Political Economy. Careful at- 
tention should be given to the definition of the more important terms 
such as are found in any treatise on Economics. This should be followed 
by an analysis of wealth under several heads — production, exchange, 
distribution, and consumption. In this study pure theory should be left 
in the background as far as possible. The aim should be rather to give 
the student as clear a view as may be possible of the principal subdi- 
visions of the subject. 

Under the third division of the subject the student should take up 
some of our present economic problems — such problems as taxation, 
federal banking system, insurance, transportation, agriculture, monopo- 
lies and trusts, and co-operation. While these subjects cannot be covered 
exhaustively, there are certain principles in connection with each of 
which every high school student should become familiar. Emphasis 
should be placed on the weakness in these several problems, of their 
bearing upon the life of each and everyone of us today, and upon what is 
being done today to meet these changing conditions. Other special prob- 
lems may be taken up at the discretion of the instructor but care should 
be taken not to cover so wide a field that the student will become lost in 
the subject. Chief reliance should be placed upon the inductive, historical 
method. Throughout the course emphasis should be placed upon present- 
day conditions and problems. Concrete illustrations drawn from local 
experience should be used freely. 



50 HIGH SCHOOL MANUAL 

REFERENCE LIBRARY FOR ECONOMICS 

Addams — Twenty Years at Hull House. 

Barker — Cash and Credit; G. P. Putman's Sons. 

Blackmar — Economics for High School; Macmillan. 

Bogart — Economic History of the United Stales. 

Bullock — Elements of Economics. 

Bullock — Introduction to the Study of Economics. 

Carver — Principles of Rural Economics. 

Ely and Wicker — Elementary Principles of Economics; Macmillan. 

Hadley — Economics; G. P. Putman's Sons. 

Marshall — et al — Material for the Study of Elementary Economics. 

Toothaker — Commercial Raw Materials. 

Van Hise — ^Conservation of Natural Resources. 

Wright — Industrial Evolution of the United States. 

Laing — An Introduction to Economics. 

The World Almanac. 

The American Yearbook. 

Free Publications of the United States Government. 

1. Statistical Abstract of the United States (Department of Com- 
merce, Washington). 

2. Bulletin of Bureau of Labor. 

3. Annual Reports, Bureau of Labor. 

4. Special Reports, Bureau of Labor. 

HIGH SCHOOL AMERICAN HISTORY AND CIVICS. 
One-half Unit Each. 

The work in these subjects should be thoroughly motivated, other- 
wise they fall short of their reasonable possibilities. 

In High School U. S. History a careful study should be made of the 
great movements in our national life. Students should be given a thor- 
ough understanding of the work of such bodies as the Continental Con- 
gress, the Constitutional Convention, the Slavery Question, Tariff, Re- 
construction, Internal Im^provements, the Organization of Labor, the His- 
tory of our Educational activities and System of Free Schools, Monopo- 
lies, Trusts, Interstate Commerce, Shipping, Inventions and the prob- 
lems of the day. Liberal use of a good reference library is essential. 
Some current literature of high standard is a necessity. 

Under both of these subjects classes may be organized to represent 
the public bodies they are studying as, constitutional conventions, local 
courts, boards of health, school boards, city council, county commission- 
ers, etc. with profit. 

SUGGESTED REFERENCE LIBRARY FOR CIVICS 
Andrews — New Manual of the Constitution, American Book Co. 
Ashley — New Civics, Macmillan Co. 
Beard — American Citizen, Macmillan Co. 
Bryce — American Commonwealth, Macmillan Co. 
Bennison — Citizenship, World Book Co. 



STATE OF NORTH DAKOTA 51 

Boynton — School Civics, Ginn & Co. 

Clark — The Government, What It Is and What It Does, American 
Book Co. 

Dawes — How We Are Governed, Ginn & Co. 

Dole — The New American Citizen, Heath & Co. 

Dole— The Young Citizen, Heath & Co. 

Dunn — The Community and the Citizen, Heath & Co. 

Garner — Essentials in Civil Government, American Book Co. 

Guitteau— Preparing for Citizenship, Houghton-Mifflin Co. 

Hoxie — How the People Rule, Silver Burdette & Co. 

Hill — Lessons for Junior Citizens, Ginn & Co. 

Hill and Davis — Civics for New Americans, Houghton-Mifflin Co. 

Magruder — American Government, Allyn & Bacon Co. 

Marriott — Uncle Sam's Business, Harpers. 

Stickles — Essentials in Civil Government, American Book Co. 

Schwinn & Stevenson — Civil Government, Lippincott. 

Willoughby — Rights and Duties of American Citizenship, American 
Book Co. 

Newspapers and Magazines: 

Literary Digest. 

Outlook. 

New Republic. 

Review of Reviews. 

The Survey. 

World's Work. 

Independent. 

National School Review — free to teachers; 10 Jackson Place, Wash- 
ington, D. C. Published twice monthly by the Committee on Public 
Information. 

School Life — Bureau of Education, Washington, D. C. Published 
twice monthly; free to teachers. 

The following bulletins from the Bureau of Education, Washington, 
D. C: 

No. 23— The Teaching of Community Civics, 1915— 10c. 

No. 28— Social Duties in High School, 1916— 10c. 

No. 46 — The Public School System of San Francisco, Cal. 

No. 54 — Training in Courtesy. 

Write Superintendent of Documents, Government Printing Office, 
Washington, D. C, for a list of bulletins issued by the Bureau and De- 
partments. Many are firee. 

SOCIAL PROBLEMS. 
One-half Unit. 

The study of social problems is a necessary means of building an 
intelligent and progressive citizenship. We are faced on every side by 
problems and conditions which imperil life and prevent normal develop- 
ment of mind and wealth. Every member of society should have a com- 
prehension of these conditions and know how to meet them. The least 



52 HIGH SCHOOL MANUAL 

permissible is to educate the ten percent who reach high school concern- 
ing these pressing problems, and their solutions. 

Hence the object of this course is threefold: (a) imparting informa- 
tion about society today so as to produce intelligent citizens, (b) securing 
an understanding of the complex nature of human society, of the inter- 
dependence of all of the conditions with the hope that an appreciation of- 
the results of our actions and of the rights of other may develop, and (c) 
the genesis of a desire by means of a comprehension of society to do 
something to conserve and to improve it. 

Probably the most effective and fruitful methods of conducting this 
course will be these (a) conducting the class exercise as full and free 
discussions instead of requiring verbatim memory work; (b) liberal and 
expansive interpretation of the more important facts and situations by 
the instruction; (c) the liberal use of maps, charts and graphic material; 
(d) observation and investigation of local and state conditions; (e) 
reading and reporting of supplementary finding in class. 

There are now available texts which follow along the lines laid down 
in this outline. Some of these texts are admirably organized and simply 
written so as to be within the capacity of normal high school students. 
The various topics and chapters are so well supplied with accompanying 
references as to make it unnecessary to give an extended list of refer- 
ences here. However, it may be well to indicate in a general way some 
of the chief directions where material may be found: (a) Weekly papers 
such as The Survey, The Nation, The New Republic, The Public, Inde- 
pendent, Outlook; (b) Monthlies such as the Review of Reviews and the 
World's Work; (c) Social Science periodicals such as American Journal 
of Sociology, American Journal of Economics, and Annals of the Amer- 
ican Academy of Political and Social Science; (d) Government documents 
such as the reports of the Department of Commerce, Department of 
Labor and the Yearbooks of the Department of Agriculture. 

OUTLINE 

I. Influence of natural conditions, such as climate, soil, topography 
and natural resources and society. 

II. Elements of population, as conditions which determine social 
life, such as distribution, increase, race and sex. 

III. Immigration. Its history and changes, distribution, causes and 
effects and control. 

IV. Labor: 

Causes, extent and effects of unemployment. 

Causes and remedies of the sweating system. 

Extent, causes, results and prevention of child labor. 

Number and occupations of women workers. Effects on working 
conditions of men. Need of regulation of conditions under which women 
work. 

Nature, justification and development of labor organizations. 

V. The distribution of wealth. How wealth is distributed. Causes 
accounting for distribution. Influence on health, education and welfare 



STATE OF NORTH DAKOTA 53 



of masses. Methods of redistribution such as social legislation, taxation, 
minimum wage, profit sharing, joint control of industry, co-operative 
organizations, and government ownership. 

VI. The defective classes: 

Causes, prevention, education and employment of the blind. 
Causes, prevention, education and employment of the deaf. 
Causes, extent, influence and prevention of insanity and feeble- 
mindedness. 

VII. Crime and its treatment. Extent and causes. Newer forms. 
Modern attitude toward and treatment of criminals. Proper treatment of 
juvenile offenders. 

VIII. The family. Nature, origin and types of family. Conditions 
and improvement of marriage. Growth, causes and remedies of divorce. 

IX. Poverty and pauperism. Industrial and social causes. Preval- 
ence. Prevention. 

X. Liquor and intemperance. Causes of drink. Results of alcohol- 
ism. Substitutes for the saloon. Means of controling the liquor traffic. 

XI. Conservation of resources: 

1. Natural resources: Forests, water, land, and minerals. 

2. Plant and animal life. Losses from disease and pests. Preven- 
tive and conserving factors. 

3. Human life. Dangers to life and means, of combatting them. 
Prevention of Industrial diseases. Reduction of infant mortality. Sani- 
tary and health measures. 

GENERAL SCIENCE. 
One Unit. 

This subject may be given as a regular High School subject for a 
full unit of credit provided the work is done in the same spirit and by 
the same methods as other High School sciences, together with suitable 
laboratory and demonstration experiments, and accompanying notebook. 
With the Junior High School plan of organization the subject can well 
be given in the eighth grade. 

The purpose of the subject is not to give immature pupils an un- 
classified and bewildering accumulation of scientific facts but rather to 
offer a scientific explanation of the pupils environment, particularly of 
the problems related to the home, and the community in order that by a 
solution of his present varied experiences, he may develop an ability to 
meet and solve the more vital problems that will confront him as an 
adult. 

An aim of no small importance is the development of logical habits 
of thinking, that the pupil may learn to attack his life problems from the 
proper angle and with the minimum expense of time. With this purpose 
in mind the value of the demonstration experiment can hardly be over- 
estimated. As far as equipment permits, the recitation should hinge on 
demonstrations, training the pupil to draw conclusions and to discover 



54 HIGH SCHOOL MANUAL 



each pupil is trained in close observation and is enabled to draw his 
conclusion as an individual. 

It is advisable in this course that the text book shall be used as a 
guide but that it shall not be followed too slavishly; that by this means 
both teachers and pupils may feel encouraged to collect and use the 
wealth of materials which may be found to apply to the subjects for dis- 
cussion; furthermore by this method the phases of the subject that deal 
with the home and community interests of the pupil can be emphasized 
and those phases of minor interest can be touched upon lightly or even 
ignored. 

PHYSIOLOGY. 

One-half Unit. 

A syllabus on this subject has been compiled by a special committee 
and it may be obtained from the Board of Administration, Bismarck, N. 
Dak. Every teacher of this subject should be supplied with this syllabus. 
It can be had for a few, cents. 

A laboratory notebook should be kept by each student. The pamphlet 
on North Dakota Health Conditions should be obtained from the State 
Department of Education and given careful consideration, especially if 
any members of the class intend to teach. The four pamphlets on health 
prepared by the Joint Committee of The National Council of the National 
Education Association should be in every school. These pamphlets are 
obtainable free as long as the supply lasts, from Dr. Thomas D. Wood, 
525 West 125th St., New York. 

The following pamphlets are issued by The Bureau of Education, 
Department of the Interior, Washington, D. C, and are for sale at a few 
cents each. Address, Superintendent of Documents, Bureau of Education, 
Washington, D. C. These pamphlets are especially recommended: 

No. 4. Health of School Children. 

No. 10. Physical Growth and School Progress. 

No. 16. Bibliography of Medical Inspection. 

No. 17. Sanitary Survey of Schools. 

No. 18. Fifteenth Infernational Congress of Hygiene. 

No. 20. Rural Schools and the Hookworm Disease. 

No. 21. Schoolhouse Sanitation. 

No. 44. Organized Health Work in Schools. 

No. 48. School Hygiene! 

No. 50. Health of School Children. 

Every classroom should be supplied also with the Health Charts pre- 
pared by the Joint Committee of the National Council of Education and 
American Medical Association. These are obtainable in large size from 
the American Medical Association Press, 585 Dearborn Street, Chicago. 
They sell for 25 cents each or a set of 35 can be had for $5.00. 

The following reference books are recommended: 

Allen — Civics and Health. 

Bigelow — Introduction to Biology. 

Conn — Yeasts and Molds in the Home. 



STATE OF NORTH DAKOTA 55 

Delano — American Red Cross Text on Home Hygiene and Care of 
the Sick. 

Dempster — Pathfinders of Physiology. 

Doane— Insects and Disease. 

Downing — Third and Fourth Generation. 

Galbraith — Personal Hygiene and Physical Training for Women. 

Gulick— The Efficient Life. 

Guyer — Being Well Born. 

Hutchinson — Instinct and Health. 

Hutchinson — Preventable Disease. 

Hoag and Terman — Health Work in Schools. 

Hoag — Health Index of Children. (Especially valuable). 

Hoag — Health Studies. 

Hough and Sedgwick — Human Mechanism. 

Jewett — Health and Safety. 

Jewett — The Next Generation. 

Jewett — Physiology, Hygiene and Sanitation. 

Lippitt — Personal Hygiene and Home Nursing. 

Ritchie — Public and Personal Health. 

Ritchie — Life and Health. 

Ritchie — Teaching of Hygiene and Sanitation in the Schools. 

Sargent — Health, Strength and Power. 

Sedgwick — Principles of Sanitary Science and Public Hygiene. 

•Many modern text books. * 

PHYSICAL EDUCATION. 
One Unit. 

One unit shall be given for physical education when pursued two 
periods per week for four years. In no case shall more than one unit be 
given. Systematic physical culture shall be provided by all schools. 

The aim is to encourage all students to participate in some form of 
physical training with a view to correcting physical defects and making 
a vigorous manhood and womanhood rather than the making of athletes. 
The stress should be placed at the right place in physical education. 

During inclement weather where there is no gymnasium it is advised 
that the physical training period be used for class study of health, sani- 
tation, hygiene, the rules and ethics of athletic games. 

The following are suggested as appropriate exercises: gymnastic ex- 
ercises, tennis, volley ball, basket ball, base ball, hand ball, football, 
track and field events for girls and boys. 

School boards are urged to provide equipm.ent for the various games 
and exercises. This is an important phase of school life and should 
receive encouragement from school officials. 

A record of attendance and v/ork must be kept for each pupil if 
credit is to be allowed. 

REFERENCES: PHYSICAL EDUCATION 

Bancroft and Pulvermacher— Handbook of Athletic Games, Macmillan 
Co., Chicago. 



56 HIGH SCHOOL MANUAL 

Bancroft, J. H. — Games for Playground, Home, School and Gymnas- 
ium, Macmillan Co. 

Bancroft, J. H. — School Gymnastic, Heath & Co. 

Beard, D. C. — Outdoor Handbook, Scribner. 

Bolin — Gymnastic Problems, F. A. Stokes. 

Comp — Book of Football, Century. 

Clark, L. — Gymnastic and Rythmic Plays, Sanborn.. 

Clark and Graham — Practical Track and Field Athletics, Duffield. 

Curtis, H, S. — Play and Recreation for the Open County, Ginn. 

Dudley and Kellor — Athletic Games in the Education of Women, 
Duffield. 

Hammer, L. F. — Organizing the neighborhood for recreation, Russell 
Sage Foundation. 

Reilly, F. J.— New Rational Athletics for Boys and Girls, D. C. Heath 
and Co. 

Stecher— Guide to Track and Field Work, McVey (Philadelphia). 

Withington — Book of Athletics. 

PHYSIOGRAPHY. 
One or One-half Unit. 

The aim in physiography is to give training in scientific thinking and 
knowledge of the relation and importance of the chief factors of the 
physical environment to man. 

The outline includes only those facts and principles of physiology 
most essential for a high school course. Each topic should be so de- 
veloped as to show the causes of the physiographic facts and their con- 
sequence in relation to life. The life effects should be brought in in each 
topic treated so that the pupils may see each in its practical significance. 
Laboratory work should accompany and illustrate the study of the text 
and classroom. Notebooks containing carefully written record of all lab- 
oratory work and reports of all field trips are a part of the required work 
of the course. Conference time for the discussion of these records and 
reports is advised. Ample equipment is essential. This should be as 
carefully selected for the special needs of the course as that of any other 
science. 

Of the sub-topics presented, especial emphasis should be placed on 
the lands, less emphasis on the atmosphere, and the ocean should be 
treated briefly and from the standpoint of its relation to the land. The 
physiography of North Dakota is a brief type study of the state as a 
region to which the general principles of physiography are applied. The 
natural features are studied in regard to structure, origin, development 
and their influence on the history and economic interests of the people. 

The course in physiography should extend through the year, five days 
a week; about two-fifths of the time being devoted to individual labora- 
tory work. When but one semester can be devoted to the subject, those 
topics with headings starred in the outline must be omitted and the re- 



STATE OF NORTH DAKOTA 57 

maiiiing treated more briefly than in a full course. This short course, 
however, is not recommended. 

OUTLINE 

Introduction: The science of geography, physiology, importance of 
human geography, relation to other sciences and to history. 

THE EARTH 

*The Earth in Space: The Solar System, the Planets. 

Form: Proofs, probable cause, consequences. 

Size: Measurements, consequences. 

Rotation: Evidences, day and night direction, longitude ,and time, 
latitude, navigation and surveying, effects on life. 

Revolution: Evidence, rate, path, direction, effects. 

Inclination ©f Axis: Change of season, length of day and night; ap- 
parent motion of sun, influence in life of man. 

*Magnetism: Compass, magnetic poles, declination. 

Maps: Projections, representation of relief, scales. 

*Globes and Models. 

THE ATMOSPHERE 

Composition: Constituents and impurities and their relation to life. 

*Height of the atmosphere. 

Temperature: Source of heat; thermometers and their use; varia- 
tions and their causes; isothermal charts of world; temperature distri- 
bution and range. 

Pressure: Measurement by barometers; determination of altitude; 
relation to temperature; isobaric charts, distribution of pressure. 

Circulation: Winds and their causes; Instruments and methods of 
observation; classification of winds and their effects. 

Moisture: Sources; evaporation; measurement of humidity; fog and 
clouds and their causes; conditions and forms of precipitation; rain and 
snow; dew and frost; hail and sleet; measurement of rainfall; rainfall 
charts; distribution of rainfall; relation to wind systems; relation of 
moisture and rainfall to life. 

* All subjects thus marked are part of the second half unit. 

Storms: Hurricanes and cyclones; characters; paths and rate of 
North American storms; relation to general weather conditions; seasonal 
weather; local storms; protection from storms; weather maps and fore- 
casting; work of the U. S. Weather Bureau. 

*Climate: Relation of weather to climate; factors of climate; cli- 
matic elements and controls; characteristic climate of the zones; conti- 
nental and oceanic climate; desert and mountain climate; relation of 
climate to life and to human industry. 

THE OCEAN 

General Characteristics: Divisions; forms and depth of the ocean 
basins; composition; density and temperature of the ocean waters; 
topography and sediments of the ocean floor; effects on climate. 

Movements of Ocean Waters: Waves, their causes and effects; cur- 



58 HIGH SCHOOL MANUAL 



rents and rates of movement; causes and their proofs; influence of cur- 
rents on climate and life; tides, their nature and causes; variations and 
their causes; effect on navigation and harbors. 

Life Relations: A barrier and highway; trade routes; the life of the 
sea; coral reefs; economic products. 

THE LAND 
*The Mantle Rock: Origin and importance; weathering effects of 
heat and cold; frost action; wind work; the work of plants and animals; 
chemical changes. 

♦Soils: Relation to sub-soils and bed rock; fertility; kinds of soils 
and their origin; formation and removal of soil; soil erosion and its pre- 
vention; plant foods and fertilizers; soil water and temperature; con- 
servation of the soil. 

*The Bed Rock: Minerals and rocks, kinds of rocks and their origin; 
composition and structure of the rocks; alteration of the rocks; mineral 
products and their uses. 

♦The Ground Water: Occurrence and origin; the water table; move- 
ments of ground water; the work of ground water; caverns and cave 
life; springs and wells; artesian wells; ground water and health; dry 
farming. 

Land Forms: The interpretation and use of topographic maps; ele- 
vation and depression; the physiographic cycle; classification according 
to origin and topography; relation of the primary land forms, plains, 
plateaus, and mountains; secondary land forms. 

Plains: Kinds of plains; coastal plains — the Atlantic and Gulf plains, 
old coastal plains of the eastern interior; glacial plans, the prairies of 
the Middle West; lake plains — the Red River Valley; alluvial plains — 
their formation and importance in history, the Mississippi plain; old 
plains of erosion — pene-plains of New England and Piedmont, effects of 
climate and rock structure on the topography of plains; relation of life 
to different forms and climates of plains. 

Plateaus: Stages in the life history of a plateau; young plateaus; 
dissected plateaus; old plateaus; broken plateaus; effect of climate and 
rock structure on topography of plateaus, canyons, mesas and buttes; 
life condition on plateaus. 

Mountains: Classes of mountains; block mountains; folded moun- 
tains; domed mountains; complex mountains. Life history of mountains; 
effects of climate and rock structure on mountain topography; mountain 
barriers and passes; forests reserves; life conditions in mountains. 

♦Volcanoes: Distribution; types of volcanoes; phenomena of erup- 
tions; causes of vulcanism; history of volcanic cones; influence of vol- 
canoes on topography and life. 

♦Movements of the Earth Crust: Changes of level— along the coasts, 
in the interior; earthquakes, frequency and distribution; causes destruc- 
tion of life and property. 

Rivers and Valleys: River systems and their water supply; life 
history of rivers; the work of rain and running water; valley develop- 



STATE OF NORTH DAKOTA 59 

ment and surface topography; water falls and rapids; terraces, flood 
plains and deltas; revived rivers; dismembered rivers and drowned val- 
leys; importance of rivers and valleys to man — navigation, power, irri- 
gation and drainage. 

Glaciers: Nature of glacial ice; conditions necessary for glaciers, 
types of glaciers; the work of glaciers; ancient glaciers and ice sheets; 
contrast of glaciated and non-glaciated regions of North America; eco- 
nomic importance of glaciation in the United States. 

Shore Lines: Shores of oceans and lakes; types of shore lines; 
forms of elevation and depression, modification by waves, currents, tides 
and rivers; harbors and their location; influence of harbors and coast 
lines. 

*THE PHYSIOGRAPHY OF NORTH AMERICA 
A Type Study in Regional Geography. 

♦Location: Boundaries and general relations. 

*Weather and Climate. 

♦Geographical Structure and, its History. 

♦Topographical Features: The three plains and their dividing es- 
carpments; the glaciated and non-glaciated portions. 

♦The Red River Valley: Glacial Lake Agassiz; the Red River of the 
North; beach lines and deltas. 

♦The Drift Prairie: Glacial features; Pembina "Mountains;" Turtle 
"Mountains;" and other residuals; the Mouse River Valley; Devils-Stump 
Lake Basin; the Sheyenne, James and Pembina Valleys. 

♦The Great Plains: The Coteau du Missouri; the Altamont moraine 
and other glacial features; the "Bad Lands" of the Little Missouri; the 
Kildeer "mountains" and other buttes and mesas; the Missouri River and 
its valley. 

♦Economic Physiography: Soils; lignites; clays; building mater- 
ials; ground waters; streams and lakes. 

♦Life Relations: Vegetation; animal life; native peoples. 

Geographic Influence in Settlement and Development: Explora- 
tion and settlement; the fur trade, farming and ranching; roads and 
railroads; location of cities and towns; manufacturing and mining; urban 
and rural relations; the relation of conservation and development. 

REFERENCE AND SUPPLEMENTARY BOOKS 

.Brigham — Geographical Influence in American History. 
Crosby — Common Minerals and Rocks. 
Davis — Elementary Meteorology. 
Greely — American Weather. 

Powell — Physiographic Regions of the United States. 
Russell — Rivers of North America. 
Sutherland — The Teaching of Geography. 
Todd — New Astronomy. 

Willard — Story of the Prairies, revised edition. 
Wright — The Ice Age in North America. 



60 HIGH SCHOOL MANUAL 

Many modern text books. 

United States Bulletins. 

State Geographical Survey Bulletins. 

BOTANY AND ZOOLOGY. 

A knowledge of botany and zoology forms in a part a proper basis 
for the study of agriculture, domestic science, human physiology, and 
physical education. Botany and zoology, therefore, should receive atten- 
tion from all pupils in high school. 

The outlines given below merely hint at what is to be done; any 
good text book will suggest many necessary details. 

There are courses in which there should be laboratory and field 
work. The examiner, therefore, will require notebooks, as evidence of 
laboratory work. The chief features of an acceptable science laboratory 
notebook are: (1) drawings and notes made from actual field and lab- 
oratory work — it is practically useless to make copies of the texts and 
other books; (2) numerous, large, accurate, well-executed and properly 
labeled drawings; (3) brief, well-arranged, descriptive and explanatory 
notes; (4) a list of all laboratory exercises and field trips. 

The time required for each of the four courses — Botany I and Bot- 
any n and Zoology I and II — is three recitation periods and two double 
periods or the equivalent for laboratory and field work per week for 
eighteen or nineteen weeks. 

EQUIPMENT SUITABLE FOR THE BOTANY AND ZOOLOGY LABORATORY 

1. Tables at which pupils may sit and look into their microscopes, 
and on which they may place their drawing paper. They should not be 
over 29 inches high and while "kitchen" tables will do, they would better 
be about 4 ft. by 5 ft. or 5^/4 ft. These should be in a well lighted room. 

2. In general there should be one compound microscope for every 
group of two pupils and a dissecting microscope for each pupil in the 
class. A school that will usually have a class of six should have three 
compound and six dissecting microscopes. Three compound microscopes 
in a small school should be sufficient. Some such instrument as the 
following are recommended. Bausch and Lomb compound microscope 
catalog number BH2, objectives 2-3 and 1-6, eyepiece 1% inch, double 
circular nosepiece at about $30.50 to $33.00. The Barnes dissecting mi- 
croscope Bausch and Lomb's catalog number Tl, 1 inch double lens, at 
about $2.50 to $2.75. 

There should be dissecting needles. (These can be made by setting 
the eye of a common sewing needle into a soft pine stick about the size 
of a pencil); glass slips (slides); cover glasses; pipettes or droppers; a 
section razor (a common sharp — but not too thin — razor is satisfactory) ; 
dissecting knives; wide mouthed two-ounce or four-ounce bottles with 
stoppers; evaporating dishes of glass; glass jars; one or two bell jars; 
denatured alcohol or formaldehyde; reagents for testing for starch, etc.; 
notebook, paper, sharp hard pencils, pen and ink, and pair of small for- 
ceps. There should be apparatus for germination of seeds. 

3. If the school is not equipped for Chemistry, there should be such 
chemical and equipment as are necessary to make tests for the purpose 



STATE OF NORTH DAKOTA 61 



of defining oxygen, hydrogen, nitrogen, carbon dioxide, sulphur, phos- 
phorus, etc. 

4. Plant material should be collected during the summer and pre- 
served in 50 percent to 60 percent alcohol or dilute formaldehyde. Some 
material may be had from the University, from the Agricultural College, 
from the Woods Holl Laboratory, Woods Holl, Mass. Mucor, saprolegnia 
and bacteria must be grown in the laboratory. Lilac-mildew and wheat 
rust and the smuts can be collected as can horsetail and many others, 
if taken in season. Living material should be used whenever possible. 

To be sure to have something at hand to work with it would be well 
to purchase two-ounce bottles of fruiting Spirogyra, Nostoc, Vaucheria, 
Fucuc, Callithamnion, Ricca, Marachantia, Mosses, Prothallia of Ferns, 
the sporophyte of Equisetum, Selaginella, Male and Female cones of 
white pine at the time of pollination, cones one year old, cones two 
years old (dry). 

In like manner material should be had for zoology — living if possible; 
but some will necessarily be in a preserved state and there should be a 
variety of such, so that the work may not be stopped when the living 
material can not be had. Living amoebae can be had by express, or mail, 
and much other fresh material may be had in that way. 

There should be a few prepared slides (not many) ; one on the em- 
bryo of the fern, fertilization in White Pine, embryo in same. One of the 
cross-sactions of a leaf. Other material should probably be prepared in 
laboratory. 

These will make a good beginning, but other things will probably be 
found to be needed. 

REFERENCE AND SUPPLEMENTARY BOOKS 

'- Bailey — Plant Breeding. 

Benedict — Chemical Lecture Experiments. 

Chapman — Bird Life. 

Clodd — A Primer of Evolution. 

Clodd— The Story of the Primitive Man. 

Conn — Bacteria, Yeasts, and Molds. 

Davenport — Domesticated Animals and Plants. 

Davenport — Principles of Breeding. 

DeCandolle— Origin of Cultivated Plants. 

Dixon — Human Side of Plants. 

Dodge — Nature Study and Life. 

Freeman and Chandler — Ward's Commercial Product. 

Ganong — The Teaching Botanist. 

Harwood — New Creations in Plant Life. 

Hornaday — American Natural History. 

Hopkins — Soil Fertility and Permanent Agriculture. 

Kellog — Animals and Man. 

Lassar-Cohn — The Chemistry of Daily Life. 

Lucas — Animals of the Past. 

Osterhout — Experiments With Plants. 

Pammell — Weeds. 

Pinchot — A Primer of Forestry. 

Phillips — The Romance of Modern Chemistry. 

Prudden — The Story of Bacteria. 



62 HIGH SCHOOL MANUAL 



Sadtler— The Chemistry of Familiar Things. 

Sargent — Plants and Their Uses. 

Snyder — The Chemistry of Plant and Animal Life, v 

Twiss — Science Teaching. 

Vulte — Household Chemistry. 

Weed — Farm Friends and Foes. 

United States Bulletins. 

BOTANY I. 
One-half Unit. 

If this course precedes Zoology I, the elementary study of oxygen, 
nitrogen, etc., should take place here. See Zoology I. 

I. Introductory — (a) Universality of plants in regions at all favor- 
able to their growth, (b) Relative members of prosperous plants in 
deserts and extremely cold regions, (c) Plants upon trees and rocks 
and in caves, (d) Dependency of man upon plants — 1, for food; 2, food 
for domestic animals; 3, clothing; 4, shelter; 5, medicine; 6, paper; 7, 
fuel; 8, covering of the earth, (e) Plants not primarily to serve man — 
timber, fruit, etc., first for their own uses, (f) Plants must work to 
live, (g) Plants must have materials and structure with which to work. 

II. General Structure and Physiology of Plants— (a) The cell- 
cytoplasm, nucleus, plasmic membrane, sap cavity, wall, (b) Role of 
water in the plant — osmose, path of transfer, transpiration, turgidity. 
(c) Photosynthesis— function of chlorophyll, carbon dioxide, evolution of 
oxj'gen. (d) Respiration — necessity of oxygen in growth, evolution of 
carbon dioxide, (e) Digestion — digestion of starch with diastase and its 
role in the translocation of foods. (f) Irritability. (g) Growth, or 
assimilation. 

Laboratory: Living material must be used for the study of this 
section, (a) The cell — root hairs, hairs from the base of the leaf of 
"Wandering Jew," zygnema, spirogyra, (for protoplasm) saprolegnia 
(water mold), epidermis and sections of leaves, (b) Osmose — spirogyra, 
mucor, slices of beet or carrot, root hairs, longitudinal sections and 
cross sections of roots and stems (box-elder and corn), (c) Photosyn- 
thesis — zygnema, spirdgyra, sections of leaves, (d) Respiration — Germin- 
ating seeds, (e) Digestion — germinating seeds. (f) Irritability — seed- 
lings, (g) Notebook required. 

III. General Structure and work of higher plants — (a) Roots — 
structure, growth, kinds, uses, (b) Stems — structure, growth, kinds, 
uses, (c) Leaves — structure, arrangement, kinds, forms, uses, (d) Buds 
— structure, kinds, arangement. (e) Branches; (f) Flowers — definition, 
parts, use (g) Polleination. (h) Brief treatment of fertilization, (i) 
Seeds and their distribution. (j) Seedlings. (k) Conditions of 
germination. 

Laboratory — (a and b) Study of tissues of the stems of Box-Elder 
and corn. Determine in general the difference between a stem and a 
root — externally and internally, (c) Additional study of structure of 



STATE OF NORTH DAKOTA 63 

leaves, (d) Structure of buds, (e) Structure of typical flower, (f) Study 
of pollen grain, (h) Germination of seeds. 

IV. Ecology — (a) Relation of plants to each other, (b) Relation of 
plants to water, soil, heat, light, wind — plant societies. 

V. Some relation of plants to commerce and industry, (a) Forests; 
1, Construction material; 2, fuel; 3, tree planting; 4, forests and climate; 
5, forests prevention erosion; (b) Plant breeding — 1, variation; 2, selec- 
tion; wheat, corn, potatoes, etc. (c) Formation and preservation of soils, 
(d) Weeds. 

BOTANY II. 

One-half Unit. 

I. The Great Divisions of Plants— -Some of the problems of this sec- 
tion are nutrition, reproduction, alternation of generations, theory of 
organic development, general principles of classification and economic 
value of plants. Distinguish between a spore and a seed. 

(a) Algae — 1, Blue-green, (1) Nostoc, (2) Oscillaria. 2. Green 
Algae, (1) Spirogyra, (2) Zygnema, (3) Vaucheria. 3 Brown Algae, (1) 
Fucus. 4. Red Algae, (1) Callithamnion. 

(b) Fungi — 1. Algae fungi, (1) mucor, (2) saprolegnia. 2. Sac-fungi, 
(1) Lilac mildew — microsphaera. 3 Aecidium-fungi, (1) Wheat rust. 4 
Bacidium-fungi, (1) Mushrooms, (2) Smuts. 5. Bacteria, (1) Forms, size 
and structure, mobility, reproduction, nutrition, relation to decay, rela- 
tion to agriculture and gardening and other industries. 

(c) Bryophytes — 1. Ricca, 2 Marchantia, 3, Mosses. 

(d) Pteridophytes — 1, Ferns, 2, Equisetium, 3, Selaginella. 

(e) Angiosperms — 1, Lily, 2, Leading families. 

The laboratory work of this section is the structure, reproduction, 
and, in general, the life history of a typical plant of each subdivision. 

II. Plant tissues: A detailed study of structure and functions of 
root, shoot, and leaf angiosperms. 

Laboratory: Longitudinal-sections and cross-sections, roots, stems 
and leaves. 

III. Angiosperms continued: Seeds — germination. Review physi- 
ology of young plants. Forms of stems and leaves. Flowers. Legumes 
as nitrogen gathers. 

Laboratory — (a) Tests for starch, albumen, irritability, etc. (b) 
Nodules on roots of clover and alfalfa. 

IV. Reproductions in lower plants and animals and in higher plants. 
1, spores. 2, seeds. 3, "Struggle for existence." Inherited characters. 

V. 1, Plant culture, (a) Spraying, (b) Disinfection, (c) Seed 
treatment, (d) Grafting. 2. Relation of plants to animals, (a) Food, 
(b) Diseases of animals caused by plants. (3) Value of plants to man. 
4. Conservation of forests. 

Laboratory — Exercise in grafting. 

VI. Bacteria, yeast, molds, rusts, smuts — 1. General notion of bac- 
teria, (a) Those helpful to man, — especially, nitrogen gathers; (b) 
Those harmful to man, — especially those causing disease, as typhoid and 



64 HIGH SCHOOL MANUAL 



yellow fever and tuberculosis. 2. Yeast, (a) Structure and reproduction, 
(b) Their function in useful industries. 3. Bread and fruit molds — 
saprolegnia. 

ZOOLOGY I. 

One-half Unit. 

I. Very elementary study of oxygen, nitrogen, carbon, carbon diox- 
ide, phosphorus, sodium sulphur. Give these sufficient attention to secure 
reasonably clear notions of the substances. 

Laboratory: Use any good manual of chemistry and such chemicals 
and apparatus as are necessary for testing these substances. Use 
notebooks, 

IL The lowest animals — 1. Amoeba or paramoecium, (a) Habitat. 

(b) Structure, (c) Food and methods of securing it. (d) Digestion and 
assimilation, (e) Reproduction . (f) Diseases caused by protozoans. 

Laboratory: Select a suitable manual. Use compound microscopes. 
If specimens of the amoeba cannot be found in the vicinity, they may be 
had by mail or express. Paramoecia are found in one of the stages of 
effusion of hay. Use notebooks. 

III. The hydra, or the very simple metazoan: For its simple struc- 
ture and simple life processes, development of organs and division of 
labor — a simple form of sexual reproduction. 

Laboratory: Use manual, dissecting and compound microscopes, and 
notebooks. If specimens cannot be found in vicinity, they may be had by 
mail or express. However, if the laboratory work in this section is 
found to be too difficult, it may be omitted. 

IV. Worms: 1, Earthworms; (a) Habits, (b) General structure. 

(c) Food, digestion and assimilation, (d) Reproduction, (e) Value to 
man. 2. Other worms, especially those causing disease. 

Laboratory: Do completely the work outlined in some good manual. 
Use dissecting pans, scissors, lens, etc., and notebook. 

Note. Care should be taken to teach throughout this course that 
animals are entitled to fair and kind treatment. Induce the pupils to 
read "Black Beauty" and other similar work. 

V. Insects. 1, Grasshopper, (a) An injurious insect, (b) Cicadas, 
(c) Aphids— means of destroying them, (d) Metamorphosis of dragon- 
flies. 3. Bugs, (a) Water-bugs, (b) Cicadas, (c) Aphids — means of des- 
troying them, (d) Scale insects. 4. Beetles. 5. Butterflies and moths — 
metamorphosis of Sphinx-moth. 6. Flies — carrier of typhoid fever germs. 
7. Bees — economic value. 

Laboratory: Study structure, physiology, reproduction and life his- 
tory of the grasshopper or locust as type of insects. Field work. 

VI. Amphibians: 1. Study of the frog as an introduction to verte- 
braes and to man as an animal. 2. The toad. 3. The salamander. 

Laboratory: Do completely the work outlined in a good manual. 
Make drawings and notes. This work should include habitat, locomo- 
tion; skin muscular system, nervous system, digestive system, circula- 
tory system, skeleton, reproduction and metamorphosis. 



I 



STATE OF NORTH DAKOTA 65 

VII. Read in class or out of class at least one good textbook of Zo- 
ology. In this reading cover the whole subject of zoology for the purpose 
of getting a general review. Do some field work in connection, (no lab- 
oratory work) and make reports in notebooks. 

Read supplementary books on protozoans, hydra, worms, insects, and 
amphibians. 

VIII. General classification of animals, including sub-classes of 
mammals, with examples of each class and sub-class. Value of breeds for 
the farm. ^ 

ZOOLOGY II. 

One-half Unit. 

I. A Sponge: One or two days should be devoted to sponges. Be- 
havior, habits, environment, structure, economic interests. 

II. Sea-Urchin or Starfish: Two or three days should be spent on 
one of these — the one of which specimens can more easily be secured. 
Habits, structure. 

III. Crayfish or Lobsters: Habits, Environment, Structure. Phys- 
iological processes. Man's economic interests. 

Laboratory: Dissection pans and instruments. Dissecting micro- 
scopes. Use a good laboratory manual and notebook. If living specimens 
cannot be found in the vicinity they may be had by express or parcel 
post. Preserved specimens should be among the laboratory supplies 
ready for use at any time. 

IV. Molluscs: Clam or some other mollusc used as type. Locomo- 
tion. Feeding. Structure. Production of calcarious shell. Physiology. 
Reproduction. Habitat. Economic interests in some of the branch. Fos- 
sils of molluscs. 

Laboratory: Use manual and work out the points mentioned above. 
Living specimens may be had by express or mail, if they are not found in 
the vicinity. 

V. Fishes: The perch or 5ome other used as a type form. Habitat. 
Locomotion. Food. Structure. Respiration. Reproduction. Divisions 
of the branch. Economic interest. 

Laboratory: Use manual. Fresh specimens should be had. Secure 
by parcel post or by express, if they are not to be found in the vicinity. 

VI. Reptiles: Pupils should be taught that animals are entitled to 
fair and kind treatment. They should be taught to protect toads and 
most snakes, as they are of economic value as well as entitled to fair 
treatment. 

If laboratory work is found to be difficult, it may be omitted. Field 
work can be done. 

General study of reptiles — classes, harmful reptiles, fossil reptiles. 

VII. Birds: Field work— habitat, flight, food, sociability, .nesting, 
migration, songs, care of feather, molting, senses, color. Recognition of 
common birds at sight or on hearing their notes. 



66 HIGH SCHOOL MANUAL 

Laboratory: External and internal structure of the pigeon, using a 
good manual as a guide. 

Vni. Mammals: General characters. Detailed study of a typical 
mammal, — the rabbit, — in field, laboratory and recitation room. Exter- 
nal and internal structure. Characters of classes of mammals. Value to 
man. Most valuable domesticated breeds. What should be the character 
of man's treatment of same. 

IX. Geological history of animals. Evolution of animals. The gen- 
eral principles of heredity. 

X. Parasites and diseases caused by same. 

CHEMISTRY. 
One Unit. 

This subject should receive much attention because it is essential in 
all modern industry, agriculture and daily life, and because defense 
in time of war absolutely depends upon it. 

The course in general chemistry should extend throughout the year. 
A very satisfactory weekly program consists of two forty-minute periods 
for class work, two double periods for laboratory work and a third 
double period (preferably on Friday) one period of which may be used 
for class work or both periods for laboratory work according to the con- 
ditions of the work at that time. With this flexible arrangement it is 
easy to keep the class and laboratory work properly correlated. 

The work comprises (1) Experiments performed and explained by 
the teacher, (2) Individual laboratory work on the part of the pupil and 
(3) Recitation and quizzes covering all phases of the experimental work 
as well as the supplementary study of text and references. 

Naturally the view-point of the teacher will influence his selection of 
the text and this will determine to a large extent the choice of materials 
and the sequence of study. There are several excellent high school 
texts. Direction for performing experiments are found in some of them, 
but it is more satisfactory to use a laboratory manual to guide the student 
in his experiments. 

Neat and accurate records of all experiments should be made by the 
pupil, showing clearly the objects, the methods, the results and above 
all, his own observations, inferences and conclusions as to the nature of 
the phenomena he has produced and the meaning of it all. Pupils must 
not be permitted to infer that mere notebook making is the end and aim 
of scientific study. This they are prone to do. On the other hand, 
slovenly and careless work either in the performance of the experiments 
or in recording of the results should not be tolerated. 

The examiner reserves the right to require that the notebooks be sent 
to him with the students' examination papers. 

Before beginning the detailed study of chemical phenomena it is an 
excellent practice of many good teachers to indicate to the beginner at 
the outset something of the tremendous importance of the science in the 
development of modern civilization and to impress upon him the funda- 



STATE OF NORTH DAKOTA 67 

mental relation of chemistry to industry as well as in the affairs of his 
own daily life. He should realize that Physics and Chemistry are abso- 
lutely fundamental to a rational knowledge of such sciences as Agri- 
culture, Biology, Sanitation, and Household Economics and to success in 
all manufacturing operations. 

It is generally agreed that the study should begin with familiar forms 
of matter and familiar phenomena, but care must be taken to select 
phenomena that can be subjected to experiment and properly interpreted 
by the beginner. It is therefore necessary that the teacher should care- 
fully consider the most natural method of approaching the subject and 
determine definitely the fundamentals which are to be the chief object of 
the instruction. It is also important that those who prepare examination 
questions should have clearly in mind these same fundamentals in order 
that the examination may fairly test the pupil's real insight and ability 
to interpret chemical phenomena, rather than his ability to memorize 
wide range facts from his text. 

The essential considerations in the teaching of chemistry are well 
summed up in the following extract from the report of the committee on 
chemistry for the Commission on Accredited Schools and Colleges of the 
Association of Colleges and Secondary Schools of the North Central 
States: 

"(1) Technique of experimentation. 

Properties of common apparatus in respect to structure and material. 

For example how to make an apparatus air-tight and why. 

Object of such operations as washing and drying gases, and how the 
object is attained. 

Physical properties which may be used for recognition of each sub- 
stance and for explanation of all observations. 

Judicious use of proportions and materials. 

Influence of conditions (temperature, homogeneous and heterogen- 
eous mixture, etc.) on chemical change. 

(2) Physical Phenomena, their recognition, description and physical 
interpretation. 

(3) The more strictly chemical application of the results. 

For example, inference in regard to the nature of a chemical change 
which must have led to the result observed. 

Making the chemical equation from adequate data. 

The material basis for the above may be found for the most part in 
the employment of a restricted number of elements and a few of their 
compounds. Facts should be simplified and systematized by generaliza- 
tion, and generalizations ("laws"), should be illustrated and applied to 
familiar things. The usual theoretical explanations should be given as 
facts accumulate. Laws and theories derive their importance from the 
facts, not vice versa and none should be given unless and until the cor- 
responding facts have been encountered in laboratory or class room 
experiments." 

An equipment for an elementary course in chemistry need not be 
very costly. A list of apparatus and chemicals needed and directions and 



68 HIGH SCHOOL MANUAL 



drawings for arranging laboratory tables, sinks, water supplies, etc., 
where water and gas are not available, have been prepared by Dean E. 
J. Babcock, College of Mining Engineering of the State University and 
will be furnished by him free, on application. 

Chemistry is so fundamental to the industries and activities of daily 
life and is so essential to a proper understanding of other sciences that 
it should be taught in every high school and generally elected by the 
pupils. 

REFERENCES: 

Bradley, R. H., An Inductive Chemistry, D. Appleton and Company. 

Faraday, Michael, The Chemical History of a Candle, Harper's. 

Ostwald, W., Elementary Modern Chemistry, Ginn and Co. 

Ramsey, S. W., Experimental Proofs of Chemical Theory for Begin- 
ners, Macmillan Co. 

Smith, Alexander, Elementary Chemistry, Century Co. 

Smith and Hall, The Teaching of Chemistry and Physics, Longmans. 

Twiss, G. R., Science Teaching. 

Woodhull, J. H., Simple Experiments in Chemistry. 

For the teachers themselves or for especially promising students 
there should be in the library some of the Alembic Club Reprints, ob- 
tained of the University of Chicago Press, for 40-50c a piece, say the Dis- 
covery of Carbon Dioxide by Black, the Decomposition of the Alkalies by 
Davy, etc. 

PHYSICS. 
One Unit. 

The study of physics is fundamental to the successful pursuit of 
most of the natural sciences. The realm of modern engineering has for 
its foundation physics. Previous to modern specialization physics or 
natural philosophy comprised a wide range of subjects, not closely or 
logically related. These subjects were made up largely of an assortment 
of facts more or less isolated. The endeavor of modern physics is to 
gather the facts of physical phenomena and discover their law of opera- 
tion separately or collectively. 

Modern physics has made remarkable progress within the past few 
decades owing largely to a series of remarkably brilliant fundamental 
subjects which had hitherto remained isolated from each other. These 
discoveries were made possible due to the progressive advance of the 
experimental method which had its inception with Galileo. Previous to 
this time natural science had been almost completely philosophical in its 
aspect. 

The gathering together and correlation of physical facts in the form 
of law should be the key-note in the study of physics both in the college 
and the high school. This does not mean that the mode of approach or 
presentation of the subjects to students should be the same in both cases. 
In fact the method of presentation should be quite different in the two 
cases. 



STATE OF NORTH DAKOTA 69 

While the aim of the high school teacher should be the presentation 
of facts and their analysis and correlation, it must be done, if the work is 
to be successful, from a non-mathematical point of view. The analysis 
can be stated in words rather than in the language of mathematics. As 
an illustration, every boy knows that when he swings a stone attached 
to a string about his head, the pull is harder the longer the string and 
the heavier the stone. He may be in doubt about how the pull depends 
upon the angular speed of the stone but a simple experiment will soon 
convince him. Approached from this point of view he gains a better 
idea of centrifugal force, than if he were required to "substitute in a 
formula," which finds its way into the class room without explanation. 
Students are, as a rule, interested in physical phenomena and especially 
those that are new to their experience. The wide-awake teacher will en- 
large his store of technical illustrations beyond the range of the text 
book. The result will be a more pleasant attitude on the part of the stu- 
dent toward the text book. Without the use of mathematics beyond the 
grasp of the student the analytic point of view will be realized with 
greater facility. 

The course should be organized to include individual laboratory work 
on the part of the students as well as recitations based upon some good 
text book. The experienced teacher will avoid the use of the lecture 
method. Too frequently the new teacher will attempt to model the 
course after the plan of the college course. No greater mistake can be 
made for the college course is designated to care for a large group of 
more mature students with a broader experience and training. It is well 
to supplement the text book and materials with experimental demonstra- 
tions before the class from which the student may then and there be 
asked to draw inferences and conclusions. 

The laboratory exercises should not be involved or complicated. 
There are a number of good laboratory manuals available but the manual 
becomes worthless when the student cultivates by its use the habit of 
merely following directions. The laboratory work is an expression of 
the reaction of the student toward the subject. It cultivates a certain 
precision of measurement and tends to develop manual dexterity. To 
bring about the desired results good apparatus is absolutely essential. 
Frequently the student is confronted with home made apparatus of a 
crude rough character. Good results cannot be obtained with this kind 
of equipment and there is no incentive on the part of the pupil to do 
precision work. 

Written reports of the laboratory exercises are quite essential. They 
should contain clearly and tersely stated the object of the experiment, 
the method, results, and inferences or conclusions arrived at. They 
should be neat and written in good English. The Physics teacher has in 
this respect an opportunity to co-operate with the teacher of rhetoric. 
Too much stress should not be laid on long and detail reports. Brevity 
and clearness are essential. 

The following outlines in brief to organization of a course in Physics 
including laboratory work for the high school. 



70 HIGH SCHOOL MANUAL 

Recitation. Tlie recitation work should comprise three non-consecu- 
tive periods of 40 minutes each per week for thirty-six weeks. It sliould be 
based upon a suitable text book (see references) and supplemented with 
experiments before the class by the teacher from which the students 
should then and there draw conclusions. The division of the work may 
be divided approximately as follows, mechanics, 11 weeks; sound, 3 
weeks; heat, 6 weeks; electricity and magnetism, 10 weeks; light 6 weeks. 

Laboratory. The laboratory work should run parallel to the recita- 
tion work. Two double periods per week should be devoted to the labora- 
tory exercise. The laboratory reports should be written in the labora- 
tory. Approximately 30 experiments of which 20 should be of a quanti- 
tative nature should be performed during the year. The note books 
should be preserved. 

REFERENCES 
(Physics) 

Adams, J. H., Electricity for boys. Harper. 

Anderson, F. I., Electricity for the farm. 1915. Macmillan. 

Black and Davis, Practical Physics. 487 pp. Macmillan. 

Burnes, E. E., The story of great inventions. 1910. Harper. 

Carhart and Chute, Physics with applications. 1917. 488 pp. Allyn 
and Bacon. 

Croft, T., Practical electricity. 1917. 646 pp. McGraw. 

Forman, S. E., Stories of useful inventions. 1911. Century. 

Gibson, C. R., Scientific ideas of today. Lippincott. 

Hawkins, V. D,, Applied physics. 1912. 199 pp. Longmans. 

Jackson, D. C, Elementary electricity and magnetism and their appli- 
cations. Macmillan. 

Kennelly, A. E., Wireless telegraphy and telephony. 1910. 279 pp. 
Moffat. 

Millikan and Gale, First course in physics. Rec. ed. Ginn. 

Rotsh, A. L., Conquest of the air. Moffat. 

Snyder and Palmer, One thousand problems in physics. Ginn. 

Laboratory Manuals. 

Chester, Dean and Timmerman, Laboratory manual in physics. 
American Book Co. 

Chute, H. N., Laboratory guide to accompany Carhart and Chute's 
physics. Allyn and Bacon. 

Chute, H. N., Physical laboratory manual. Heath. 

Conard, H. E., Physics manual and laboratory note book. Loose leaf. 
1912. 83 exs. Atkinson. 

Davis, J., Laboratory physics. Loose leaf. Welch. 

Fuller and Brownlee, Laboratory exercises in physics (to accom- 
pany Carhart and Chute's physics). 1912. 315 pp. Allyn. 

Gorton, R. R., Laboratory exercises in physics. Appleton. 

Linebarger, C. E., Laboratory manual of physics. Heath. 

Millikan, Gale and Bishop, First course in laboratory physics. 1914. 
Ginn. 



STATE OF NORTH DAKOTA 71 

Turner and Hersey, National physics note book sheets. Knott. 
Twiss, G .R., Laboratory exercises in physics. 1906. Scott. 

AGRICULTURE. 
One Unit. 

The unit course in Agriculture should be preceded by at least one 
year of science work. The regular class work should be supplemented 
with demonstration experiments, laboratory work, field trips and accom- 
panying note books. The work as outlined in the syllabus should be 
very practical and should have the following aims: 

1. Arouse interest in Agricultural pursuits. 

2. Develop the scientific attitude toward farming. 

3. Disclose the possibilities of agriculture as a worthy and profitable 
vocation. 

4. Acquaint the student with best agricultural literature. 

5. Encourage the reading of good agricultural literature, 

6. Familiarize the student with governmental agencies working for 
better agriculture. 

7. Make better homes and better living in rural communities. 

REFERENCES 

Bailey, L. H., Fruit Growing. Macmillan. 

Bailey, L. H., Manual of Gardening (advanced). Macmillan. 

Bailey, L. H., Plant Breeding (advanced). Macmillan. 

Bowman, J. C, The promise of country life. Heath. 

Bowsfield, C. C, Wealth from the soil. Forbes. 

Bowsfield, C. C, Making the farm pay. Forbes. 

Card, F. W., Farm Management (advanced). Doubleday. 

Craig, J. A., Judging live stock. Kenyon. 

Davis, Productive farming. Lippincott. 

Fletcher, S. W., Soils. Doubleday. 

Georgia, Ada E., Manual of weeds. Macmillan. 

Goff, E. S., Principles of plant culture. 

Harper, N. W., Animal husbandry for schools. Macmillan. 

Hunt and Burkett, Soil and crops. Orange. 

Keith, F. E., Agricultural chemistry (advanced). Wiley. 

Kyle and Ellis, Fundamentals of farm life. Scribner. 

Lewis, H. R., Productive farm poultry. Lippincott. 

McKeever, W. A., Farm boys and girls. Macmillan. 

Plumb, C. S., Beginnings in animal husbandry. Webb. 

Robinson, J. H., Principles and practice of poultry culture. Ginn. 

Snyder, H. S., Soils and fertilizers. Macmillan. 

Voorhees, Ed. W., Forage crops. Macmillan. 

Wilson and Warburton, Field crops. Webb. 

Wing, H. H., Milk and its products. Macmillan. 



72 HIGH SCHOOL MANUAL 

HORTICULTURE. 
One-half Unit. 

Horticulture is related to both botany and agriculture, but in both 
science and practice it differs from each. 

As a science, horticulture deals practically with plants as related to 
heat, light, moisture and plant food and also with plant improvement 
through crossing and selection. 

As an art, horticulture deals with the many kinds of plant manipula- 
tion, such as, transplanting, pruning and propagating in its many forms. 

The agriculturalist treats his plants as a crop or en masse. 

In horticulture practice, the individual plant generally receives 
consideration. 

The horticulturalist aims to exercise a more perfect control over his 
plants than is possible in most lines of agriculture. 

Among the things he seeks to attain are: Size, earliness, fruitfulness, 
quality and ornamental effect. The methods by which these objects are 
attained should constitute a large part of the instruction in horticulture. 

The work may be done through the means of lecture and text books 
with a sufficient amount of observation to fix the points well in the mind. 

Notebooks required. 

The following general topics will receive attention: 

The order in which they should be taken up will depend upon the 
time of the year in which the topic is studied. 

First: Germination. The conditions necessary for germination and 
the means of obtaining such conditions in garden practice should be 
illustrated by concrete examples. Note the development of the plantlet 
as influenced by the amount of heat, light and moisture. 

Second: Roots. Determine by experiment what conditions favor the 
growth of the roots of plants; study the different types of roots with 
reference to needs of the plants, and to the processes of transplanting. 

Third: Leaves. Determine the relation between leaf development 
and fruitfulness, what factors control leaf development? 

Fourth: Buds. Note the difference between leaf buds and fruit 
buds. Note at what season of the year the fruit buds are formed and 
what treatment of the plant favors their development. 

Fifth: Plant Reproduction. Note the different methods by which 
plants reproduce themselves and the advantages of each. Study all the 
different processes of artificial plant propagation. Practice grafting, 
budding, layering, etc. 

Sixth: Plant Improvement. (1) Study the processes of crossing and 
selecting their effects, fruitfulness, quality and ornamental effect. 

Seventh: The Work of Plants. Study the relation of plants to heat, 
light, moisture and plant food. 

Eighth: Plant Culture. Learn what fruit and vegetable crops can be 
grown in your locality and the necessary conditions for success. 

REFERENCE 

Bally, Manual for Gardening. 



STATE OF NORTH DAKOTA 73 

Goff, Pfinciples of Plant Culture. 
Green, Vegetable Gardening. 
Green, Fruit Growing. 
Ivins, School Gardening. 

HOME ECONOMICS. 

(Cooking and Sewing) 

Four Half-Units. 

The time required for a unit of credit is five double periods per 
week for thirty-six weeks. It is intended that Course 1. in either cooking 
or sewing will be accomplished before Course II, if either is attempted. 
Cooking I and Sewing I may alternate with each other through a year 
of thirty-six weeks, or they may be done separately in succeeding semes- 
ters of eighteen weeks each. Cooking II, should follow or accompany, 
if possible, the high school courses in physiology, botany and chemistry. 
Sewing II may be done at any time after Sewing I is completed. 

The work outlined under textiles is intended to be given with the 
sewing and in the same periods. The part dealing with vegetable fibers 
should be given with Sewing I. and that dealing with animal fibers with 
Sewing II. 

In order to save time that will otherwise be lost in beginning and 
closing, all periods of work in Home Economics should be double periods. 

REFERENCES 

Austin, Bertha M., Domestic science books 1 and 2. (Elementary: 
good). Lyons, 1914, 1915. 

Bailey, Pearl L., Domestic science: principles and application. Webb, 
1914. 

Barrows, Anna, Home science cook book. Whitcomb, 1911. 

Barrows, Anna, Principles of cookery. Chicago, American school of 
home economics. 

Bevier, Isabel, Food and nutrition laboratory manual. Whitcomb 
(advanced). 

Carpenter, F. G., How the world is fed. American, 1907. 

Cooper, L. F., How to cut food costs. Good Health Publishing Co., 
Battle Creek, Mich. 

Bevier and Van Meter, Selection and preparation of food. (Laboratory 
manual). Whitcomb. 

Conley, Emma, Principles of cooking, American, 1914. 

Conley, Emma, Nutrition and dies. American, 1913. 

Farmer, F. M., Boston cooking school cook book. (Excellent). Little. 

Foster and Weizley, Foods and sanitation. Row. 

Gibbs, W. S., Elements of Domestic Science. Lippincott, 1914. 

Greer, Carlotta C, Textbook of cooking. Allyn. 

Hill, Janet M., Up-to-date waitress. Whitcomb. 

Hill, Janet M., Practical cooking and serving. Whitcomb. 



74 HIGH SCHOOL MANUAL 

Jones, R. H., Experimental domestic science. Lippincott, 1915. 
Kephart, Horace, Camp cookery. Outing. 

Kinne and Cooley, Foods and household management. Macmillan, 
1914. 

Kinne and Cooley, Foods and Health. (Elementary: good). Macmillan, 
1917. 

Langworthy, C. F., Food charts showing composition of food manuals. 
Washington, D. C, U. S. Department of Agriculture. 12 charts each 
about 24 by 18 inches. 1910. 

Lincoln, Mrs. M. J. B., Boston cook book. (A trustworthy guide). 
Little. 

Matteson and Newlands, Foods and cookery. (Laboratory manual). 
Macmillan, 1917. 

Metcalf, M. L., Students manual in household marts. Indianapolis 
Industrial Education Co., 1915. 

Mitchell, M. L., Fireless cook book. Doubleday. 

Norton, Alice, Food and dietetics. Chicago, American school of home 
economics, 1907. 

O'Leary, Mrs. I. P., Cooking in the vocational school, Washington, 
D. C, U. S. Bureau of Education, Bulletin No. 1, 1915. 
Osborn, Leno, Food and Clothing, Row, 1914. 
Pirie, Emma E., Science of home making. Scott, 1916. 
Powell, Ola, Successful canning and preserving. Lippincott. 
Richards, Ellen H., First lessons in food diet. Whitcomb, 1914. 
Robinson and Hamel, Lessons in cooking through the preparation of 
meals. Chicago American School of Home Economics. 

Rose, Mary Swartz, Feeding a family. (Advanced). Macmillan, 
1918. 

Scribner, Food guide for war service at home. Scribner. 
Sherman, H. C, Food products. Macmillan. 

Thompson, W. G., Practical dietetics. (Reference). Appleton. 
Wardell and White, A study of foods. Ginn. 

Administration of the Home. 
Aiken, Charlotte, Home nurse's hand book. Saunders. 
Aiken, Charlotte, Modern methods in nursing. Saunders. 
Andrews. Benj. R., A survey of your household finances. N. Y. 
Bureau of Publications, Teacher's College. 

Bryant, Louise S., School feeding. Lippincott. 1913. 
Devine, The economic function of women. N. Y. Bureau of Pub- 
lications, Teacher's College. 

Frank's, T. Q., Efficiency in the household. Doubleday, 1914. 
Galbraith, Personal hygiene and physical training for women. Saun- 
ders, 1911. 

Hard, William, The women of tomorrow. Baker. 

Hogan, Louise, Diet for children. Indianapolis. Bobbs, 1911. 

Holt, Feeding and care of children. Appleton, 1915. 

Kinne and Cooley, Foods and household management. Macmillan. 

Kinne and Cooley, The home and the family. Macmillan, 1917. 



STATE OF NORTH DAKOTA 75 

Kittredge, The home and its management. Century, 1917. 
Luckey, Essentials of child study. University, 1917. 
Macleod, The housekeeper's book of cleaning. Harper. 
Marsh, E. L., Laundry woik in theory and practice. Longman's, 
1914. 

Richards, Ellen H., The art of right living. Whitcomb, 1911. 

Study of the House. 

Arthur, The home builder's guide. N. Y. Williams, 1914. 

Baily, S. H., Manual of gardening. Macmillan. 

Bevier, Isabel, The house, its plan, decoration, and care. Chicago, 
American School of Home Economics. 1907. 

Clark, T., The care of the house. Macmillan, 1906. 

Daniels, F. H., Furnishing a modest home. Whitcomb, 1900. 

Dodd, Mrs. H. C, Healthful farmhouse, by a farmer's wife. Whit- 
comb, 1908. 

Dressier. Sanitation. Bureau of Public Health. Washington, D. C. 

Ebberline and McClure, The practical book of period furniture. 
Lippincott. 

Kellogg, House furnishings, N. Y., Stokes Co. 

Lewis, The practical book of rugs. Lippincott. 

Parsons, Frank, Interior decorations; its principles and practice. 
Doubleday. 

Quinn, Mary J., Planning and fu^-nishing the house. Harper, 1914. 

Richards, Ellen, Sanitation in daily life. Whitcomb, 1913. 

Waugh, F. A., Rural improvement. N. Y. Orange-Judd & Co. 

Richards, Ellen H., The cost of living. Whitcomb, 1906. 

Richardson, The woman who spends. Whitcomb, 1910. 

Talbot, Marion, House sanitation. Whitcomb, 1910. 

Terrill, B. M., Household management. Chicago American School 
of Home Economics, 1897. 

White, Marian, Fuels in the household; their origin, composition 
and use. Whitcomb. 

Science of the Home. 

Bailey, E. H. S.. Textbook of sanitary and applied chemistry. 
Macmillan. 

Bailey, E. H. S., The source, chemistry, and use of foods. Blake- 
stone, 1914. 

Blanchard, J. Maude, Household chemistry, Allyn. 

Buchanan, Household bacteriology. Macmillan. 

Butler, A. M., Household physics. Whitcomb. 

Conn, H. W., Bacteria, yeasts, and molds in the home. (Revised edi- 
tion). Ginn, 1910. 

Dodd, Mrs. H. C, Healthful farmhouse, by a farmer's wife. Whit- 
comb, 1908. 

Dressier, Sanitation. Bureau of Public Health, Washington, D. C. 

Galbraith, Personal hygiene and physical training for women. Phil- 
adelphia. Saunders. 

Hough and Sedgwick. Hygiene and sanitation. Ginn, 1915. 



76 HIGH SCHOOL MANUAL 



Jordan and Heath, Animal forms. Appleton. 

Kahlenberg and Hart, Chemistry and its relation to daily life. Mac- 
millan, 1913. 

Lynde, Household physics. Macmillan. 

Prudden, Dust and its danger. Putman. 

Reed, H. S., A manual of bacteriology. Ginn. 

Sherman, H. C, Chemistry of food and nutrition. (Reference: ex- 
cellent; advanced). Macmillan. 

Snell, J. T., Elementary household chemistry. Macmillan, 1914. 

Talbott, House sanitation. Whitcomb. 

Todd, Chemistry of the household. Chicago American School of 
Home Economics. 

White, Marion, Fuels in the household; their origin, composition 
and use. Whitcomb. 

Textiles and Clothing. 

Baldt, Laura I., Clothing for women. Lippincott. 1916. 

Carpenter, F. G., How the world is clothed. American, 1908. 

Chambers, A guide to laundry work. Boston, Mass. Boston Cook- 
ing School Magazine Co. 

Cooley, Anna M., Domestic art in women's education. Scribner. 

Crane, Basis of design. Ginn. 

Dooley, W. H., Textiles. Heath, 1914. 

Ecob, H. G., The well dressed woman. Fowler, 1898. 

Fales, Jane, Dressmaking. Scribner, 1917. 

Gibbs, Charlotte, Household textiles. Whitcomb, 1912. 

Hapgood, C. C, School needle work. Ginn, 1906. 

Izor, Costume design and home planning. Atkinson, 1916. 

Johnson, Progressive lessons in needle work. Heath. 

Kinne and Cooley, Clothing and health. Macmillan. 1917. (Ex- 
cellent, Elementary), 

Kinne and Cooley, Shelter and clothing. Macmillan, 1913. 

Laughlin, C, E., The complete dressmaker. Appleton. 

Marsh, H. L., Laundry work in theory and practice. Longmans. 
1914. 

Nystrom, Textiles. Appleton, 1912. 

Osborne, Leno, Food and clothing. Row, 1914. 

Patton, Francis. Home and school sewing. Newson. 

Lingley, What dress makes of us. Sutton, 

Reeves, Millinery. 

Shepperd, J. D., Laundry v/ork. Webb, 1909. 

Winterburn, Principles of correct dress. Harler. 

Woolman, Mrs., Serving course. (For teachers). Seller. 

Magazines. 
Boston Cooking School Magazine, 372 Boylston St., Boston. 
Country Life (new). Garden City, New York, Doubleday, Page & Co. 
Craftsman. D. 6 East Thirty-ninth St., New York, Craftsman Pub- 
lishing Co. 

Delineator. New York, Butterick Publishing Co. 



STATE OF NORTH DAKOTA 77 



Good Housekeeping. 381 Fourth Ave., New York, Phelps Publish- 
ing Co. 

Harper's Bazaar. New York, International Magazine Co. 

Home Needlework Magazine. Florence, Mass. Florence Publishing 



Co. 
Co. 



House Beautiful. 3 Park Street, Boston, Mass. House Publishing 

Illustrated Milliner, 565 Broadway, New York. 

Journal of Home Economics. Baltimore Md. Roland Park Branch. 
Ladies Home Journal. Philadelphia, Pa. Curtis Publishing Co. 
Milliner, The, 215 Market Street, Chicago, 111. 

MANUAL TRAINING. 
Two Units. 

Industrial subjects should be pursued by the pupils of the elemen- 
tary grades in form of paper cutting, weaving, clay moulding, braiding, 
basketry, freehand drawing, sewing, sloyd, etc. In the sixth and seventh 
grades the girls should do some systematic sewing, and in the eighth 
grade, a course in cooking. In the sixth, seventh and eighth grades the 
boys should do bench work, etc. The work in freehand drawing should 
continue through the grades. 

Definition — Manual Training is defined by the American Manual 
Training Association as any form of constructive work that serves to 
develop the powers of the pupil through spontaneous and intelligent 
activity. Manual training includes freehand and technical drawing; 
working in wood and metal; modeling in sand, clay or plaster; casting 
plaster clay or metal; domestic science; cooking; dressmaking; pattern- 
making; Swedish sloyd; Russian tool practice, etc. 

Purpose — Its purpose is to educate the mind through the hand. 

Grade 7. 

Time: One hundred minutes a week in two periods. 

Projects: Woodwork — Simple construction involving the four prin- 
cipal cutting tools: saw, plane, chisel and spoke-shave and the necessary 
laying out tools. Measuring, squaring board and game board. Planing 
(surface and edge cutting board). Vertical chiseling, gouging, paring, 
sharpening chisel, making rack for brushes, tools or brooms, and making 
pen tray. Bow sawing, modeling, sand papering, in making coat hang- 
ers, etc. Halving, nailing, finishing in making flower pot stand, bracket 
shelf, water sheel, etc., involving some form of groove joint. 

Grade 8. 

Time: Two hours a week in two periods. 

Projects: Woodwork — Construction involving groove joint; towel 
roller and sleeve board. Exact work in planning, to make glue joint — 
bench hook, drawing board. Review of "form work" with more difficult 
modeling — hammer handle, canoe paddle. Mortise and tenon point, 
taboret, plant stand, book shelves. Carving — book rack, ends carved 
from original designs, form of joint for ends chosen by pupils. 



78 



HIGH SCHOOL MANUAL 



High School. 
Two units of work in manual training are offered in the high school. 
A syllabus of this work may be obtained by applying to the Board of 
Administration, Bismarck, N. Dak. 

No pupil shall be eligible for the second credit in manual training 
without taking at least one-half credit in mechanical drawing. The 
^courses in mechanical drawing are strongly recommended to all students 
taking any work in manual training. 

Double periods of 80 to 90 minutes are urged in preference to single 
periods. In schools where this arrangement is not feasible single per- 
iods will be permitted; and the classes may thus finish one-half unit 
each year. 

MECHANICAL DRAWING I. 
One-half Unit. 

One period a day throughout the year or two periods a day for one- 
half year. 

The purpose of the course in the first year of the high school is to 
teach the pupils to make and read working drawings and sketches, to 
give a knowledge of geometric construction in its relation to mechanical 
drawing, to produce skill in the use of instruments by means of drills 
in the making of drafting conventions, to train the imagination and the 
power to visualize by teaching the fundamentals of projection. 

Group I. Problems Suggested. 

Free hand and mechanical lettering 
— Emphasis on placing, form, slant, 
spacing, texture of line. 

Group II. 
Geometric construction — Use of T- 
square, triangles and instruments 
in drawing the different lines used 
in mechanical drawing. 

Group III. 
Conventional lines— Use of T- 
square, triangles, and instruments 
in drawing the different lines used 
in mechanical drawing. 

Group IV. 
Orthographic projection — Three 
views of geometrical figures. Reso- 
lutions. Developments. Intersec- 
tions, 

Group V. 
Simple mechanical drawing— The 
different views of objects involving 
the use of straight lines, circles, 
and tangents. Free hand mechan- 
ical drawing. 



Gothic alphabets and figures. Up- 
per case and lower case letters. 

Lines, tangents, angles, triangles, 
square, circle, pentagon, hexagon, 
octogon, etc. 



Exercise sheets in lining, visible 
edge lines, invisible edge lines, 
center lines, projection lines, con- 
struction lines, dimension lines. 

Rectangular frame, box, try square 
flower pot, circular box, face plate, 
desk tray, link stool, taboret, etc. 



Rectangular prism, hexagonal 
prism, pentagonal prism, triangular 
pyramid, pentagonal pyramid, waste 
basket, stove pipe section, funnel, 
etc. 



STATE OF NORTH DAKOTA 



79 



MECHANICAL DRAWING II. 
One-half Unit. 

One period a day throughout the year or two periods a day for one- 
half year. 

The purpose of the course in the second year is to produce better 
technique in drawing, to develop an appreciation of constructive de- 
sign, to give the student a working knowledge of the sketching and 
drawing of machine details, give a drill in tracing and blue printing, 
and to teach the questions and problems to be considered in the planning 
of a dwelling. 



Group I. 
Problems for manual training shops 
involving constructive designs. 



Problems Suggested. 
Book rack, shelves, stool, 
table, gravel, box, tray, 
holder, etc. 



chair, 
napkin 



Isometric 
projection. 



Group II. 
and cabinet 



(oblique) 



Group III. 
Representation of screw threads, 
bolts and screws. 



Group IV. 
Working drawings of machine parts 
Detail and assembled drawings, 
tracing, blueprinting. 

Group V. 
House and barn drawing — Style of 
roof, rooms needed, arrangement of 
rooms, beauty of exterior, tracing 
and blueprinting. 



Cube, cylinder, hexagonal prism, 
pentagonal prism, mortise and ten- 
on joint, stool, saw-horse, cabinet, 
projection of some of the problems 
under Group I. 

The helix, the Sharp V thread, U. 
S. standard thread, square thread, 
asme thread, bolts, set screws, 
machine screws, etc. 

Wrench pulley, coupling, connect- 
ing rod, shaft, bearing globe valve, 
steam pump, etc. 

Cottage and two-story house. Floor 
plans, elevations, roof plans, details 
of cornice, water table, doors, win- 
dows, staircase, fireplace, etc. 



REFERENCES 

Anthony, G. C, Elements of mechanical drawing. Heath. 

Babbitt, Arthur B., Working drawings. Holt. 

Bennett, Chas. S., Problems in mechanical drawing. Manual. 

Coolidge and Freeman, Elements of general drafting. Wiley. 

Cross, Anson K., Mechanical drawing. Ginn. 

Crawshaw and Phillips, Mechanical drawing. Scott. 

Faunce, L., Elements of mechanical drawing. Manual. 

French, T. E., Engineering drawing. Manual. 

Mathewson, Frank E., Notes for mechanical drawing. Taylor. 

Mathewson, Frank E., Applied mechanical drawing. Taylor. 



80 HIGH SCHOOL MANUAL 



Miller, H. W., Mechanical drafting. Manual. 
Rouillion, Louis, Mechanical drawing. Prang. 
Spink, Constructive drawing, book one. Atkinson. 
Spink, Constructive Drawing, book two. Atkinson. 
Weick, Chas. Wm., Elementary mechanical drawing. McGraw. 
Weick, Chas. Wm., Mechanical drawing problems. McGraw. 

MAGAZINES 

American Cabinet Maker, New York. 
American Printer, New York. 
Architectural Record, Aich. Record Co. 
Architectural Review Bates and Guild. 

Art and Industry in Education, Columbia University, Teacher's 
College annual. 

Building Age, New York. 

Craftsman, Craftsman Publishing Co. 

Furniture Manufacturer and Artisan, Periodical Publishing Co. 

Furniture, Grand Rapids Furniture Record Co. 

Foundry: Trade Journal, Perton Publishing Co. 

Industrial Arts Magazine, Biuce Publishing Co. 

Manual Training Magazine, Manual Arts Press. 

National Building, Porter-Hodgson Co. 

Printing Art, University Press, Cambridge. 

Scientific American, Munn & Co. 

FREEHAND DRAWING. 

One-half Unit. 

One year, forty-five minutes per day, one-half year unit of credit. 

The aim is two-fold (1) an understanding of the fundamental art 
principles, (2) the acquisition of the ability to express that knowledge 
through drawing and painting. 

The work falls under five main heads. 

I. The study of the Principles of Design (balance, rhythm, and 
harmony). Specific problems illustrating each principle should be 
worked out, at least one being applied. The universal application of the 
principles should be continually pointed out. 

II. The study of the Perspective. The study should include paral- 
lel perspective, angular perspective and oblique perspective. 

III. The Representation of Still Life Groups in Pencil and Char- 
coal. Aims (1) good composition; (2) good character of forms (3) a 
correct representation of values; (4) good technique. For charcoal read 
page 28 "Art Education for High Schools." In pencil drawing aim for 
a simple rendering of larger values in broad definite strokes which keep 
the same direction. Use soft pencil and avoid working over a mass 
more than once. For illustrations see "Applied Arts Drawing Books," 
edited by Wilhelmina Seegmiller and "Progressive Lessons in Art Edu- 
cation in High Schools," published by Prang. 

IV. The Painting of Nature Studies. Aims (1) good character in 



STATE OF NORTH DAKOTA 81 

form and color; (2) rendering of light and dark values seen in leaves, 
stems and flowers; (3) direct water-color handling. In order to secure 
the last aim lift the color from the cakes and allow them to mix in the 
brush and on the paper (not in the lid of the box) thereby producing a 
variety of color and brilliancy of effect. Work in mass (never outline 
first) with the flat side of the brush rather than the point. Never work 
over a color. 

V. Study of Landscape: Refer to Seegmiller's ''Applied Art 
Drawing Books" and "Art Education for High Schools." The following 
books are suggested for reference: 

"Art Education in High Schools," published by Prang. 

"Applied Art Drawing Books," edited by Wilhelmina Seegmiller. 

Batchelder, E. A., The Principles of Design. 

Batchelder, E. A., Design in Theory and Practice. 

Branch, E. A., Illustrated Exercises in Design. 

French and Mieklejohn, The Essentials of Lettering. 

Sanford, F. G., The Art Crafts for Beginners. 

HIGH SCHOOL MUSIC 
One-half Unit. 

A syllabus has been carefully prepared by a competent committee 
and is obtainable from the Board of Administration, Bismarck, N. Dak. 
This should be obtained, studied, and followed as closely as possible in 
every high school. 

BOOKKEEPING 

One-half Unit. 

This course should be discontinued except for short course students 
and those who enter too late for a year's work. This course should in- 
clude a thorough drill in the elements of bookkeeping and practice in the 
use of the more common books of accounting, such as the day book, 
journal, cash book, sales book, check book, ledger, bills receivable and 
bills payable book, and trial balance and statement book. Students should 
be required to fill out and become familiar with such business forms as 
invoices, notes, drafts, checks, receipts, statements of account, etc. 
Farm and household accounts should predominate. 

One Unit. 

The full year course m bookkeeping should include, in addition to 
the work outlined for the half-year course above, advanced work in 
bookkeeping and business forms by using modern, up-to-date, independ- 
ent, individual sets for the pupils. Make all work practical and common 
sense. 

All transactions should be carried out by correspondence, thus re- 
ducing confusion to the minimum. Here also farm and household ac- 
counting should predominate. 

TYPEWRITING 

One Unit 
In typewriting, what is known as the touch system should be 



82 HIGH SCHOOL MANUAL 

taught. By this method the pupils learn to use their fingers in operat- 
ing the machine and keep their eyes off the keys. Celluloid caps may be 
fitted over the keys or a shield may cover the keys and operator's 
hand to assist in acquiring this method, but the use of blank keys is 
perhaps preferable to either of these, especially after the first four 
weeks. 

Thorough training should be given in the care of the machine and 
in manifolding and tabulating. 

It is recommended that pupils devote one hour per day throughout 
the school year to practice in typewiiting and that they be given one-half 
unit of credit therefor. This will enable them to complete the unit of 
credit in typewriting in the two years during which it is presupposed 
the pupil will also take his work in shorthand. 

FIRST HALF UNIT 

Finger exercises and drills. 

The lessons of the text books should be completed. The first object 
in this work is accuracy. The lessons when completed should be fastened 
together with a proper title page and should be neat and accurate 
throughout. 

Machine dictation. 

SECOND HALF UNIT 

Finger exercises and drills. 

V/hile maintaining the accuracy required in the first year the pupils 
should strive to acquire speed throughout the second year's work. Pupils 
should acquire a speed of 40 words per minute from copy by the end of 
the fall unit course. 

SHORTHAND 

Two Units. 

No credit should be given for work in shorthand unless the pupil 
takes typewriting in his course also. It is very desirable that pupils in 
shorthand pursue this study for two years. At the end of that time the 
student should be thoroughly equipped to do any ordinary stenographic 
work. This is a subject that requires close application and should not be 
pursued in the hope of finding it a snap course. These units require as 
much work as others of the high school course. 

For stenographic work the student should pursue a full four-year 
high school course as stenographers are expected to possess broader 
scholarship than a special preparation in shorthand and typewriting. Tn 
fact, it would be better in most cases if the pupil were to pursue these 
special lines after completing this four years of high school work. 

FIRST UNIT 

During the first year of the work in shorthand thoroughness should 
be considered more important than speed. The principles of the system 
taken up should be thoroughly mastered and extensively reviewed. Drill 
on rules and their application and on sight reading. Pupils should study 
word-signs and abbreviations and read and transcribe shorthand plates. 



I 



STATE OF NORTH DAKOTA 83 

SECOND UNIT 

This course should inchide some advanced dictation course suited to 
the system of shorthand taught. 

Shorthand penmanship drill. 

Business letters and legal forms, practiced and dictated. 

Shorthand plates, transcribed, practiced and dictated. 

By the end of the year the student should have acquired a speed of 
85 to 100 words per minute on new matter. 

COMMERCIAL LAW 
One-half Unit. 

The following from the report of the Commission of the North 
Central Association of Colleges and Secondary Schools will serve as a 
guide: 

Study the legal principles governing business relations, especially 
contracts, their nature, essentials, and effects; future sales, interest and 
usury, bills and notes, agency, partnership, corporations, real property 
and mortgage, liens, attachments, surety and guarantyship, bailment, 
common carrier, banking, fire insurance, landlord and tenant. 

Text books should be supplemented by some study of cases (by way 
of illustration, discussions, and practice in drawing legal papers such as 
contract, note, bill of exchange, bill of sale, bill of lading, power of 
attorney, deed, mortgage, lease, notice of protest, etc. 

REFERENCES 

Advanced Grammar; Hoenshel, American Book Company. 
An English Grammar; Wiseley, A. S. Barnes and Company. 
An English Grammar; Milne, Silver Burdette and d^mpany. 
Elements of English Grammar; Webster, Houghton-Mifflin Co. 
Elements of English Grammar; West, G. P. Putman's Sons. 
Elements of English Grammar; Krapp, Charles Scribners. 
English Grammar; Gowdy, Allyn and Bacon. 
English Grammar; Kimball, American Book Company. 
English Grammar for Common Schools; Metcalf, American Book Co. 
English Grammar; Whitney & Lockwood; Ginn and Co. 
English Grammar; Longmans, Longmans Green and Co. 
Language and Granrmar; Kittredge and Arnold, Ginn and Co. 
Practical English Grammar; Prince, D. C. Heath and Co. 
Practical English Grammar; Rand, McNally and Co. 
Review of English Grammar; Allen, D. C. Heath and Co. 
School Grammar; Maxwell, American Book Co. 

Studies in the Science of English Grammar; Wiseley, A. S. Barnes 
and Co. 

The English Language and Its Grammar; Mead, Silver Burdette Co. 

HIGH SCHOOL GRAMMAR. 

One-half Unit. 

The aims of senior grammar are similar to those of senior arithme- 



84 HIGH SCHOOL MANUAL 

tic, viz: Comprehensive and intensive study of the subject for such 
mastery as was impossible four years before, and also the phase of the 
subject needed by the prospective teacher in presenting it to his classes. 
If the teacher is masterful and independent of any particular book, 
it would be profitable to spend the semester on work devised or chosen 
from various texts kept on the shelves or in their own possession. This 
would give rise to differences of view and, with a skillful teacher, to 
reconciliation later on. As in arithmetic, every topic of grammar should 
be investigated, but the fundamental principles should not be lost sight 
of in discussion over minor and merely formal details. Grammar should 
be built up, or developed as other sciences in accordance with inductive 
procedure — examining and classifying materials as in chemistry or 
botany. It is a thought subject par excellence. The emphasis should, of 
course, be laid on the sentence analyzed into its various parts, and on 
the kinds and relations of these parts. 

HIGH SCHOOL WRITING AND SPELLING. 

One-half Unit. 
(Part of the Sixteenth Unit). 

Very little if any writing should be done in copy books in high 
school. In fact, if an instructor is qualified to put the copies on the 
blackboard and direct the pupils in their practice, much better results 
may be obtained by the use of loose practice paper than with the copy 
book. The forearm, or "muscular" movement, should be cultivated and 
for this purpose the teacher and pupils will find a great deal of helpful 
material in such publications as the Penman's Art Journal, The Amer- 
ican Penman, and The Business Educator. 

The words m the exercises in spelling should be those commonly 
used in correspondence, in reporting and in business. 

HIGH SCHOOL ARITHMETIC 
One-half Unit. 

The aim of this course is a thorough knowledge of the essentials of 
arithmetic. This course should result in accuracy, rapidity, neatness, 
the reason why, and the ability to state that reason in good English. 

Much stress should be laid upon rapid oral work and to the state- 
ment of definitions and principles. The pupils should be taught the 
various kinds of checks in solving problems. To determine the character 
of the teaching and the progress of the class standard arithmetical tests 
like the Courtis, Stone and Woody should be given. 

This course includes the writing and reading of decimal fractions 
through millionths with ease and rapidity; a general discussion of re- 
duction; scale and graphs as used in different phases of arithmetic; a 
thorough review of the fundamental processes in whole numbers, com- 
mon fractions, and decimal fractions; aliquot parts and short methods 
in multiplication and division; tests of divisibility, fractions, multiples; 
powers and roots of small numbers; commercal statements and commer- 
cial paper; business forms such as notes, checks, drafts, etc.; the study 



STATE OF NORTH DAKOTA 85 

of interest tables, insurance rate books, table of freight rates, postal 
rates, etc.; the three cases in percentage — ^to find any percent of a 
number, to find a number when a certain percent is given and to find 
what percent one number is of another; the conversion of any percent 
to common and decimal fractions; commercial and bank discount; taxes, 
stamps; time, circular, linear, square, cubic and capacity measures; 
avoirdupois weight; board measure; square root; measurement of sur- 
faces and solids including cones, cylinders and spheres; elements of the 
metric system; problems involving purchase by the ton and the thousand. 
Problems relating to land measuring, to the capacity of granaries, bins, 
cisterns, etc., should be stressed. An effort should be made to explain 
mathematical instruments in current use, such as water meters, light 
meters, cyclometers, adding machines. Samples of such devises should 
be added to the equipment of the school as opportunity affords. 

These topics should be omitted: addition, subtraction, multiplica- 
tion, and division of denominate numbers, tables of English money and 
troy and apothecaries' weight; averaging accounts; stock- jobbing, com- 
pound proportion; custom house business; partnership; duodecimals; 
arithmetic and geometrical progressions; alligation; unreal fractions, 
cube root; long method in greatest common divisor. 

HIGH SCHOOL GEOGRAPHY 
One-half Unit. 

The object of this course is to give the pupil a practical insight into 
geography. It should enable him to see the relation existing between 
the different phases of the subject. This is necessary not only for one 
who enters into business life, but for one who intends to teach 
geography. 

Geography in this course should be taught so as to enable the pupil 
to see the influence the physical features have upon the industries and 
life of a people. It should be made clear that an equally important 
matter is the government of a country. This course, therefore contem- 
plates a union of the physical, the political and the economic phases of 
geography, especially those of North Dakota. Our resources should be 
thoroughly fixed in mind. 

The following outline of work is suggested: 

I. Review of the 7th grade geography — 

Motions of the earth and consequent results. 

Map drawing of the different continents. 

Brief review of tides, ocean currents — atmosphere. 

II. Physical features of principal countries — 

Physical features of the chief commercial countries — ^those 
affecting the life and industries of a people. 

Formation of soil, coast-lines, river systems; 

General topography; 

Detailed study of North Dakota with special attention on the 
results of glaciation. 



86 HIGH SCHOOL MANUAL 

IIL Political Divisions — 

Brief study of the governments of the leading commercial na- 
tions of the v^orld with map of each. 
Characteristics of people. 

Immigration and migration of people — special reference to the 
U. S. — and the results. 
IV. Economic Geography — 

A. United States. 

1. Plant and animal products. 

2. Natural resources — mineral, water, forests, etc. 

3. Tendencies towards centralization and concentrations with 
their causes and results. 

4. Centers of industries, reasons and location. 

5. Transportation. 

Waterways, railroads, merchant marine, canals, operation, 
communication. 

6. Government. 

How it affects our industries — tariffs, legislative regulation, 
recent economic legislation. 

7. Commerce — imports, exports and domestic commerce. 

B. A similar but not extensive treatment should be given to the 
leading nations of the world. 

C. International rivalries in commerce. 

LIST OF REFERENCES 

High School Geography, Dryer, American Book Company. 
Commercial and Industrial Geography, Keller and Bishop, Ginn and 
Co. 

Commercial Geography, Brigham, Ginn & Co. 

History of Commerce, Olive Day; Longmans, Green and Co. 

Physical Geography, Davis, Ginn and Company. 

Consular Reports, Washington, D. C. 

Year Book. 

Statistical Abstract of U. S. 

PSYCHOLOGY 

One-half Unit. 

The object of the high school course in this subject is the fulfill- 
ment of the legal provision regarding certification of high school grad- 
uates; and since the actual value of the subject consists entirely of the 
professional gain accruing to the teacher, the work should conform to 
the modern trend of psychology for teachers. This for a decade or more 
has been nearly altogether in the nature of a scientific investigation and 
exposition of methodology, as governed by the nature of the child and 
of the subject-matter. Leading universities have banished the old intro- 
spective "general" psychology from their departments of education, 
normal schools have most of them done likewise, and the high school 
will do well to follow the example thus set. 

The three leading factors to be considered in this course are: (1) 



STATE OF NORTH DAKOTA 87 

The learning- process, including economy of the same, (2) standardized 
measurements of results, in order that there may be a proper evaluation 
of teacher, pupils, and methods; and (3) individual differences, with 
significance from teacher's stand point. 

Important topics, subordinate to the above, aie the following: (1) 
fatigue; its bearing on length of recitation, order of subjects in the 
daily program, etc.; (2) the changing periods of childhood, and the 
accompanying changes in play and other activities; (3) child morality 
and habit-formation; and (4) attention and interest. The foregoing 
topics should be studied with emphasis on their meaning in connection 
with the school. 

SCHOOL MANAGEMENT AND METHODS OF INSTRUCTION 
One-half Unit, 

(It is planned to prepare a syllabus on this subject at an early date) 

(a) School Management. This course includes the planning, as- 
signing and teaching of lessons with a view to conserving interest and 
attention of pupils; the relation of the teacher to the child's moral 
nature, and the securing of a maximum of self-control in the child; 
proper physical conditions of the school room; the teacher's right rela- 
tion to the playground activities. 

There should be a study of the powers and duties of the State 
Board of Administration, the State Superintendent, the County Superin- 
tendent, and the School Board, with some instruction in the ethics of 
contracts in the latter connection; and the relation of States Attorney 
and Attorney General in regard to enforcement of school laws; also the 
relation of Health Boards to communities. 

Some observation and practice-teaching should be done in connec- 
tion with the course and preferably in the rural schools; but both will be 
useless unless the observation is preceded by instruction on what to 
observe, and is followed by report and discussion on same; and unless 
the teaching is done under expert direction and supervision. 

(b) Methods of Instruction. This course should include a variety 
of educational principles at present commonly classed as "general 
methods" and a liberal amount of study of specific methods and aims of 
the various common branches. The student should acquire some ability 
to weigh and evaluate both the subject and the method and this ability 
plus certain psychological principles from the course in elementary psy- 
chology, should be utilized in the construction of a satisfactory daily 
program for a rural school. 

There ought also to be instruction on special rural school needs, and 
on desirable and feasible lines of extension of rural school activities. 
Aid of this sort is especially needed by the town boy or girl who is pre- 
paring to fit into a country community. 

The relation of health to school work and some instruction in the 
common problems of health and sanitaton, should form a part of the 
course. The various types of rural schools, with standardization and 
consolidation, should be studied. At some time in the course a few days 
ought to be spent on the latest official course of study for rural schools. 



88 HIGH SCHOOL MANUAL 



VIIL SYLLABI. 

The following syllabi are available and may be had by addressing 
the Secretary of the Educational Commission, Bismarck, N. Dak. The 
price of each is ten cents. 

Agriculture. 

English I — first half. 

English I — second half 

English II— first half. 

English II — second half. 

English III— first half. 

English III — second half. 

English IV— first half. 

English IV — second half. 

Manual Training. 

Textiles and Sewing. 

Domestic Science and Art. 

Civics. 

High School Music. 

History, United States and Civics. 

Physiology. 

General Science. 



STATE OP NORTH DAKOTA 89 



IX. RECOMMENDED PROGRAM OF STUDIES FOR HIGH 
SCHOOLS. 

The subjects designated as constants for the pupils are one full 
unit each of English I, English II, and either English III or English IV, 

High School U. S. History, Civil Government, one-half unit of Elemen- 
tary Economics, one-half unit of Social Problems, one unit of Science, 

and one unit of Physical Training, allowing one-quarter unit of credit in 
the latter subject each year of the high school course. 
For constants for the school see page 20, 

Year to be Synopsis 

Name of Subject Studied Pages 

Algebra, Elementary 9 10, or 11 42 

Agriculture, See Syllabus 10, or 11 71 

Biological Science 9, 10 or 11 60 

Civics, 1/^ unit, See Syllabus 12 50 

Drawing, Freehand, y-2. unit 9 80 

Cooking I, 1/^ unit. See Syllabus 9 73 

Chemistry or Physics 11, or 12 66,68 

English I, See Syllabus 9 25 

English II, See Syllabus 10 26 

English III, See Syllabus 11, or 12 26 

English IV, See Syllabus 11, or 12 26 

Economics, V^ unit 11, or 12 49 

Geometry, Plane 10, 11, or 12 41 

History, Adv. U. S., See Syllabus 12 50 

♦History, General 1 10, or 11 44 

*History, General II 11 47 

Manual Training, y^. or more units, See Syllabus 9, and 10 78 

Mechanical Drawing I, y^ unit 10, or 11 78 

Music, Vocal, % unit, See Syllabus 81 

Sewing I, y^ unit. See Syllabus '. 10 73 

Social Problems, y^. unit 11, or 12 51 

Physical Education, one unit 9, 10, 11, and 12 55 

Electives, 
Commercial Subjects: 

Bookkeeping 9, 10, or 11 81 

Georgraphy, High School, y^. unit 11 85 

Law, Commercial, i/^ unit 11, or 12 83 

Shorthand I, i/^ unit 11 82 

Shorthand II, V2 unit 12 83 

Typewriting I, % unit 11 81 

Typewriting II, 14 unit 12 82 

Writing and Spelling, ^ unit 84 

* Students should take both courses, always taking General History I 
first. 



90 HIGH SCHOOL MANUAL 



ELECTIVES 

Foreign Languages: 

Caesar, Latin II 10, or 11 36 

Cicero, Latin III ^ 11 37 

French I 9, 10, or 11 27 

Fr«nch II 10, 11, or 12 27 

German I 9, 10, or 11 29 

German II 10, 11, or 12 29 

Latin I, Grammar 9, or 10 32 

Norse I . .' 9, 10, or 11 29 

Norse II 10, 11, or 12 29 

Spanish I 9, or 10 30 

Spanish II 10, or 11 31 

Vergil, Latin IV 12 38 

Mathematics: 

Correlated Mathematics 9, 10, and 11 42 

Algebra, Advanced, % unit 11, or 12 43 

Arithmetic, High School, V2 unit 11, or 12 84 

Geometry, Solid, 1/2 unit 11, or 12 41 

Trigonometry 11, or 12 42 

Miscellaneous: 

Common School Course 7, and 8 22 

Bible Study, V2 unit 25 

Drawing, Mechanical II, V2 unit 10, or 11 79 

Pedagogy, % unit 12 87 

Psychology, i/^ unit 12 86 

Grammar, High School, V2 unit 12 83 

Sewing II, See Syllabus 10, 11, or 12 73 

Sciences: 

Agriculture, one unit. See Syllabus 10, or 11 71 

Botany I, V2 unit 9, or 10 62 

Botany II, V2 unit 10, or 11 63 

Chemistry 11, or 12 66 

Cooking II, See Syllabus 10, 11, or 12 73 

General Science, See Syllabus for Grades 8, or 9 53 

Horticulture, 1/2 unit 10, or 11 72 

Physiography, one or % unit 9, or 10 56 

Physiology, % unit, See Syllabus 10, or 11 54 

Physics 11, or 12 68 

Zoology I, 1/2 unit 9, or 10 64 

Zoology II, 1/2 unit 9, or 10 65 



STATE OF NORTH DAKOTA 91 

X. NORTH CENTRAL ASSOCIATION OF COLLEGES AND SEC- 
ONDARY SCHOOLS. 

The standards by which schools are accredited by this association 
are somewhat higher than those standards required for classification in 
this State. It will, therefore, doubtless be of general interest to know 
that 41 of North Dakota's high schools are members of the above asso- 
ciation. The following paragraphs from the last statistical report of 
this association give a very good idea of its purposes: 

"The aim of the North Central Association of Colleges and Secondary 
Schools iz, first, to bring about a better acquaintance, a keener sympa- 
thy, and a heartier co-operation between the colleges and secondary 
schools of this territory; second, to consider common educational prob- 
lems and to devise best ways and means of solving them; and, third, to 
promote the physical, intellectual, and moral well-being of students by 
urging proper and sanitary conditions of school buildings, adequate 
library and laboratory facilities, and higher standards of scholarship 
and of remuneration of teachers." 

The association is, beyond all doubt, the most generally recognized 
standardizing educational agency in the northwest, — if indeed it does 
not rank first in prestige in the entire United States. It includes in its 
territory eighteen states, and in its membership 135 institutions of 
higher education and 460 institutions of secondary rank. It is a distinct 
honor for any institution to be affiliated with this body. This associa- 
tion's official recognition gives prestige to a school among educated men 
and women everywhere. Its recorded approval is a letter of introduc- 
tion to all colleges, universities and professional schools in the land. 

Standards. 
To be accredited by the North Central Association, a high school 
must attain the following standards: 

1. Graduation requirements — 

A. At least fifteen units. 

B. School year of at least thirty-six weeks. 

2. Scholastic attainments of teachers — 

A. Equivalent of graduation from four years' standard 
college course. 

B. Professional training of at least eleven semester hours in 
education. 

C. Approval by the commission of any teacher of less 
attainments. 

3. Periods of daily classroom instruction — 

A. Should not exceed five (four if supervised); in no case 
to exceed six (five if supervised), 

B. Minimum length, forty minutes in the clear. Double per- 
iod for laboratory or supervised study. 

4. Adequate library facilities for subjects taught. 

5. Hygienic conditions of the buildings as to location, construction, 

and essential parts. 



92 HIGH SCHOOL MANUAL 

6. High rank as regards efficiency of instruction, acquired habits of 

thought and study, and the general intellectual and moral tone 
of the school. 

7. Rating in highest class by the properly constituted educational 

authorities of the state. 

8. Proper making and filing of report with the inspector. 

9. Reasonable number of pupils per teacher. 

10. Evidence of approval of standards and formal application by the 

local school board. 

Term of accrediting is in all cases limited to one year. If a state 

fails for two years in succession to send one or more representatives to 

the annual meeting of the commission, the schools of that state may, by 

vote of the association, be dropped from the accredited list. 

A school desiring further information relative to the standards of 
this association, should write the State High School Inspector, Bismarck, 
N. Dak. 



STATE OF NORTH DAKOTA 93 



XI. PUBLISHERS. 

Allyn & Bacon, Boston (Texas School Book Depository, or Southern 
School Book Depository, Dallas). 

American Book Co., Chicago, 111. (Southern). 

American School of Home Economics, Chicago. 

D. Appleton & Co., Chicago. (Texas School Book Depository). 

Atkinson, Mentzer & Co., Chicago. (Southern). 

Bobbs-Merril Co., Indianapolis. 

Bradley Art Co., New York. 

Bruce Publishing Co., Milwaukee. 

Dodd, Mead & Co., New York. 

Doubleday, Page & Co., New York. 

Duffield & Co., New York. 

Ginn & Co., Chicago. 

Heath, D. C. & Co., Chicago. (Southern). 

Henry Holt & Co., New York. (Southern). 

Houghtonj Mifflin & Co., Chicago. 

Industrial Arts Magazine, Milwaukee. 

Longmans, Green & Co., New York. (Southern). 

Lyons & Carnahan, Chicago. 

McClurg, A. C. & Co., Chicago. 

Macmillan Co., Chicago. 

Manual Arts Press, Peoria, 111. 

Maynard & Merrill Co., New York. 

Merrill Co., Charles E., Chicago. 

Prang Co., The, New York. 

Rand, McNally & Co., Chicago. 

Row, Peterson & Co., Chicago. 

Sanborn, B. H., Chicago. 

Scott, Foresman & Co., Chicago. 

Silver, Burdett & Co., New York. 

Stokes, F. A., New York. 

University of Chicago Press, Chicago. 

Webb Publishing Co., St. Paul. 

World. Book Co., New York. 



94 HIGH SCHOOL MANUAL 



Xn. GENERAL INDEX. 

Pages 

Admission of pupils to high school 8, 9, 11, 19, 20 

Agricultural High Schools 15 

Agriculture 12, 15 

Aid 

Federal 9, 13 

State 8, 12, 15 

Algebra, Elementary 42 

Advanced 43 

Arithmetic, High School 84 

Bible Study 25 

Board of Administration, Duties and Powers 7,8 

Bookkeeping 81 

Botany 1 and II 60, 61, 62, 63 

Caesar 36 

Certificates, Teachers' 7, 15, 16, 17, 18, 19 

Chemistry 66 

Cicero 37 

Civics 23, 50, 88, 89 

Classification, Requirements 9, 15, 18 

Application for 15, 24 

Columbus Day : 7 

Commercial Law 83 

Conduct of Schools 19 

Constants 20. 89 

Cooking I and II 73 

Correlated Mathematics 42 

Curriculum, six-year high school 22 

Drawing, Freehand 20, 80 

Economics 20, 49 

Eighth Grade Subjects 20, 22 

Electives 90 

English 25 

English I 25 

English II 26 

English III 26 

English IV 26 

Entrance to State High Schools 8, 9, 19, 20 

Equipment for Laboratory 16, 17, 18, 19, 60 

Evening Schools 7, 11 

Examinations 24 

Eighth Grade Subjects 24 

High School Subjects 24 

Federal Aid 9. 13 

Four-year high school, definition of 17, 18, 20 

Freehand Drawing 20, 80 

French I, II, and III • • • 27, 28 



STATE OF NORTH DAKOTA 95 

Pages 

General History I and H 43 47 

Geography, High School 85 

Geometry, Plane and Solid 41 

German I and II 29 

Graduation, number of units required 20 

Grammar, Latin 32 

High School 83 

Heating School Building 17 

High School Diplomas (Teachers' Certificates) 7 

High School Courses 25 

High Schools, first class 17 

Second class 18 

Third class 19 

Agricultural 9, 15 

History, High School, United States 50 

Horticulture 72 

Home Economics 73 

Junior High School 22 

Laboratory, Equipment 10, 15, 17, 18, 19, 60 

Latin 32 

Latin I 32 

Latin II 36 

Latin III 37 

Latin IV 38 

Library 17, 18, 19, 21 

Manual Training, I and II 77, 78 

Mechanical Drawing I and II 78, 79 

Medical Inspection 7, 19 

Music, High School 20, 81, 88, 89 

Non-resident Pupils 3 

Norse I and II 29 

North Central Association 91 

Pedagogy 87 

Physical Education 55 

Physics 68 

Physiography 56 

Physiology 54 

Promotion, Basis of 17, 19, 20 

Psychology ' 86 

Publishers 93 

Recitation period 19 

Recommended Program of Subjects 89 

Rules and Regulations 15 

Sanitation 18, 87 

School Management and Methods of Instruction 87 

Science, General 53 

Senior Reviews 21 

Semester ^9 



96 HIGH SCHOOL MANUAL 

Shorthand 82 

Six-six plan, six-three-three plan 19, 22 

Smith-Hughes Act 3 

Sewing I and H 73 

Social Problems 51 

Spanish I and H 30, 31 

State Aid 8, 12, 15 

Agricultural High Schools 12, 13, 15 

Statutory Provisions 7 

Superintendent City Schools 15, 16, 17, 18, 19 

Syllabi 88 

Synopses of Subjects 25, 87 

Teachers 7, 9, 10. 12, 15, 16, 18, 19, 23 

Temperance Day 7 

Trigonometry 42 

Typewriting 81 

Tuition 8 

Unit Course of Study defined 19 

Ventilation 8, 18 

Vergil 38 

Zoology I and II 60, 65 



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